Teacher evaluation systems commonly rely on observation of teaching practice (OTP) by school principals. However, the value of OTP as evidence of teacher effectiveness depends on its psychometric quality. In this study, we address a key aspect of the psychometric quality of principals' OTP ratings. Specifically, we investigate the degree to which…

New assistant high school principal, Gwen, and veteran English teacher, Anita, disagree on Gwen's approach to instructional leadership. Gwen's focus as a supervisor is on raising student achievement test scores. She prefers to make brief visits to classrooms, and she knows exactly what she wants to see happening during those visits. Anita views…

In this speech, the author, a principal, describes his experiences with teacher evaluation in a Canadian high school. He observes that checklists are too harsh, cold, and sometimes brutal, and insists that the evaluation of teacher performance is a personal matter because of the very personal nature of teaching. The author notes that he tries to…

Advises principals to back up their impressions of teachers' performance by using three types of documentation: informal (logging incidents and actions during the school year), formal (classroom observations); and summative (year-end, written evaluations of each teacher's overall performance). Sound instructional leadership requires documentation…

The author explains a school-specific lesson observation format that meets the specific needs of teachers and evaluators. The lesson observation components of teacher evaluation become a positive experience for both teachers and evaluators using this system. (MD)

Principals unable or unwilling to conduct thorough teacher evaluations using classroom observations should consider two other sources of evaluation data: "artifacts of teaching," including lesson plans, tests, activity instructions, and bibliographic handouts prepared by teachers, student work, peer testimony, and similar materials; and…

This report provides one school district's program for evaluating teachers. The report (1) discusses the philosophy behind the evaluation program, (2) outlines the procedures to be followed, (3) defines the roles of the participants, (4) describes the goals and objectives of the school district, and (5) provides sample instruments used in the…

Presents a checklist that principals can use during classroom observation that provides objective information that can be discussed with teachers later. (MKM)

Based on the view that instructional supervision means the improvement of both teachers and instruction, this paper attempts to show how instructional supervision is managed and administered by one principal. Data were gathered through observation and interviews conducted for a related study by the author on teacher rewards. The bulk of the paper…

The process of performance evaluation of teachers and other school personnel should be conducted with their full knowledge and involvement. Due process procedures require that a teacher be fully informed of any negative appraisals by a superior, have an opportunity to discuss the problems, and receive guidance toward solutions. The following steps…

This manual, prepared for the state of Washington, provides tools and strategies aimed at assisting building administrators in clinical approaches to teacher evaluation. The first section provides preliminary thoughts on the evaluation process and discusses the two major problems: acceptance and time. The second section discusses the sources and…