Discusses the limited applicability of traditional evaluation methods for elementary and secondary school teachers engaged in the field of fine and performing arts. Explores the use of traditional evaluation in the context of music education and addresses the future need for more reliable approaches to music teacher evaluation. (SLD)

Uses a dialogue format to critique the arguments of W. Roth and M. Tobin for a radical departure from traditional conceptions and discussions of teacher evaluation. Makes the case that before considering radical new approaches, evaluators should understand strengths and weaknesses of existing models. (SLD)

Responds to the criticism offered by M. Scriven of the call for a radical new approach to teacher evaluation made by M. Roth and K. Tobin, noting that more builders of evaluation theory are needed, especially builders of theory that can be useful as the starting point for change. (SLD)

The Accreditation Plus model developed by the Center for Teacher Education Evaluation of Tennessee Technological University (Cookeville) for evaluation of teacher education programs is described. An amalgamation of the accreditation model and use-tailored evaluation plans, the model calls for informed eclecticism in the assembly of evaluation…

Using a 4-stage stress model, this study examined the relationship between stage 1 (stressors or demands) and stage 3 (stress response or coping) and between stage 3 and stage 4 (consequences of burnout) for 161 school superintendents and 495 principals. Results support the transactional view of stress and the conceptualization of the stress…

Issues related to the performance appraisal of school library and media specialists are discussed. Performance appraisal is an essential part of the management job, but supervisors of library or media specialists must integrate proven concepts into their own evaluation models to avoid the narrow focuses of the past. (SLD)

A support staff evaluation model is presented that incorporates existing evaluation theory into a system design, with educational specialists in mind. The six-step model includes needs assessment/identification, relationship of program expectations to job responsibilities, identification of staff behaviors, setting of performance standards,…

Eight reasons are proposed to support the argument that it should be possible to move toward a consensus about educational evaluation. The eight standards of the American Association of School Administrators are explored as starting points for developing a sound evaluation system and procedures. (SLD)

A conceptual frame is offered for the investigation of issues related to teacher participation in educational governance and teacher evaluation. In a restructured school system both teachers and schools would seek evaluation, not in response to demands for accountability, but as a step toward performance improvement. (SLD)

Models presented by four Florida school systems that have attempted to link teacher evaluation, teachers' professional development, school improvement offer intriguing possibilities for educational change. Their conversation has raised number of questions about what should be evaluated and in what ways. Need for teachers to be able to take risks…

The superintendency in Connecticut was examined as part of the development of preliminary standards for future school superintendents. Future superintendents will need high-level skills in conceptualization to give perspective and vision across a range of functions. Six crucial roles of the superintendent are outlined. (SLD)

Previous articles in this issue have provided the background for the new model for superintendent evaluation presented. The model recognizes the many facets of the superintendent's professional activities and attempts to encompass the evaluation of the superintendent's total performance. The flexible model will take on different forms as…

This article identifies 12 commonly used models for evaluating superintendents and analyzes them through questions related to the "Personnel Evaluation Standards" of the Joint Committee on Standards for Educational Evaluation. Models are grouped into those based on global judgment, judgment based on specific criteria, or data-driven…

A collegial model of teacher evaluation in which peer teachers engage in examining goals and their achievement is proposed to replace the traditional deficit model of teacher evaluation in which principals judge teachers' faults. Implementation of a collegial model will be time consuming but ultimately worthwhile. (SLD)

The expert science teaching educational evaluation model (ESTEEM) developed by the Center for Research on Educational Accountability and Teacher Evaluation is described. Its theoretical premises and research conducted from 1990 through 1993 are focuses. Nearly 200 fourth- through eighth-grade teachers were involved in that period. (SLD)