This paper discusses the development and design of an analysis model for governance of teacher centers organized in consortium form. A consortium is descirbed as "an organization of autonomous bodies or individuals which bond together by some relatively formal agreement to secure some benefit." The consortium generally functions in a collaborative…

In compliance with the Teacher Education Center Act of 1973 (Section 231.608, Florida Statutes), a select group of Florida educators, Department of Education members, and State Council on Teacher Education Centers (TEC's) representatives developed proposed criteria for both the evaluation of teacher centers and evaluation of the evaluation…

This paper presents suggestions for stimulating and improving the evaluation of teacher education centers in West Virginia. The suggestions stress the following points: a) evaluation procedures must be designed into center activities; b) careful thought must be given to the primary functions the center will execute; c) early judgmental decisions…

Results of an evaluation of three teacher-education centers in West Virginia are provided. The centers' programs emphasize the joint participation of various institutions and agencies in the training of teachers. The evaluation concentrated on the programs' chief objectives, which were: (1) identification and recruitment of qualified public school…

The National Teacher Center Resource Center conducted a survey of all states and territories to obtain and report information on the state level process for evaluating proposals seeking funds for teacher centers through the federal Teacher Centers Program. The study focused on: (1) describing the proposal developers in terms of agency affiliation…

Effective needs assessment is not an end in itself but a continuing means of meeting the needs of students and teachers. It is an integral part of other activities such as planning, operating, and evaluating school programs and teacher center activities. The key to comprehensive needs assessment is the support and cooperation of the teachers,…

A seven-part sequence for evaluation of a teacher center includes: (1) determining the purpose of evaluation; (2) identifying decision makers; (3) identifying areas of concern to decision makers; (4) determining what information is necessary to make decisions; (5) determining the means of collecting information; (6) organizing and using the…

This report contains the observations made by a trio of external evaluators who conducted an on-site evaluation of the Columbus Teacher Center. A wide range of educational evaluation areas were explored. The report represents a description of current practices, strengths, concerns, and recommendations as viewed by the evaluation team. Educational…