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| Journal of Personnel… | 7 |
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| Barth, Roland S. | 1 |
| Burry-Stock, Judith A. | 1 |
| Haefele, Donald L. | 1 |
| Hughes, Allen T. | 1 |
| Norman, Carol | 1 |
| Oja, Sharon Nodie | 1 |
| Oxford, Rebecca L. | 1 |
| Sweeney, Jim | 1 |
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| Journal Articles | 7 |
| Reports - Evaluative | 7 |
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| Reports - Descriptive | 1 |
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Peer reviewedHughes, Allen T. – Journal of Personnel Evaluation in Education, 1995
The goal-setting component of a professional growth evaluation model for teachers was examined through a survey of 572 teachers, interviews with 65 teachers, and interviews with 12 teacher-supervisor pairs. Data suggested that teachers did not really develop high quality goals and that they lacked knowledge about the process. (SLD)
Descriptors: Interviews, Knowledge Level, Models, Objectives
Peer reviewedNorman, Carol – Journal of Personnel Evaluation in Education, 1994
A decision-making model is presented that captures the evaluation function of teaching and brings it into focus for teacher use. The model depicts teachers as decision makers in their various roles and identifies planning, implementation, and evaluation as three major functions of teaching. (SLD)
Descriptors: Decision Making, Educational Assessment, Educational Planning, Evaluation Utilization
Peer reviewedSweeney, Jim – Journal of Personnel Evaluation in Education, 1994
A school-based evaluation/supervision/development (S-BESD) model of teacher evaluation is presented. This model will provide a reasonable balance between teacher autonomy and system control. The model provides 5 growth alternatives and 10 growth support elements to meet teacher needs, reduce isolation, promote reflection, and improve performance.…
Descriptors: Models, Partnerships in Education, Power Structure, Professional Autonomy
Peer reviewedBarth, Roland S. – Journal of Personnel Evaluation in Education, 1993
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…
Descriptors: Cooperation, Educational Change, Educational Improvement, Educational Objectives
Peer reviewedOja, Sharon Nodie – Journal of Personnel Evaluation in Education, 1993
The articles of this special issue are summarized. A new model for schooling is calling for a change in which adults in schools can inquire into and reflect on their own and their students' skills and on dispositions that need to be developed as well as on adult development. (SLD)
Descriptors: Adult Development, Child Development, Collegiality, Developmental Stages
Peer reviewedBurry-Stock, Judith A.; Oxford, Rebecca L. – Journal of Personnel Evaluation in Education, 1994
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)
Descriptors: Educational Research, Educational Theories, Elementary Education, Elementary School Teachers
Peer reviewedHaefele, Donald L. – Journal of Personnel Evaluation in Education, 1993
The dominant model of teacher evaluation is inadequate. Formative evaluation should be emphasized over summative evaluation, and new approaches must use legal procedures, design content-valid instruments, develop reliable indicators, and use effective conferencing techniques. Motivation and development must become the focus of teacher evaluation.…
Descriptors: Conferences, Educational Change, Elementary School Teachers, Elementary Secondary Education
