This manual outlines the procedures and processes to be followed in evaluating professional growth and service of teacher personnel. Although a comprehensive evaluation should include all professional personnel, the emphasis is on beginning teachers (those in their initial year in the system) and those who, according to the principal, clearly need…

This evaluation finds that teachers prepared in the University of Nebraska's 3-year-old performance-based teacher education program, teach more effectively and like the preparatory program better than do traditionally prepared teachers. (Author/JH)

The aggregate level of teaching effectiveness in a school division can be improved over a 5-year period if attention is paid to the administrative decisions of teacher selection, assignment, development, and retention/release. A model has been constructed with four behavioral dimensions: warmth, indirectness, cognitive development, and enthusiasm.…

This report discusses the development and implementation of a program for simultaneous use of three classroom observation systems which measure different dimensions of student behavior. The three observation systems are the Teacher Practices Observation Record, whose basis is the education of students in the process of reflective thinking; the…

The ineffectiveness of current teacher training is discussed. A major source of this ineffectiveness stems from the myth that teaching is an art.'' A contrasting view and program is presented which emphasizes the behavior a teacher must master in order to produce desirable terminal behaviors in students. (Author)

Teacher performance areas, criteria for evaluating them, and specific descriptors of behavior satisfying each criterion are supplied in this document. Performance areas and criteria for teacher evaluation were selected by the five school districts participating in the School Improvement Model project. The teacher performance areas selected for…

In his introduction to the 86-item annotated bibliography by Mueller and Poliakoff, McKenna discusses his views on teacher evaluation and his impressions of the documents cited. He observes, in part, that the current concern is with the process of evaluation and that most researchers continue to believe that student achievement is the most…

The development of faculty individual activity/performance agreements, a systematic set of procedures through which the goals or objectives of an institution are expressed as specific behaviors of an individual teacher, are discussed. These types of agreements also have been called growth plans or performance contracts. University objectives and…

This monograph presents a diagram which distinguishes four different assessment levels in the teacher's professional development. Level 1 refers to assessments of the training experience, level 2 to assessments of the teacher's behavior, level 3 to assessments of pupil behavior, and level 4 to assessments of instruction. The diagram explains that…

Teacher performance areas, criteria for evaluating them, and response modes (checklists for rating teacher performance) are supplied in this document, a prototype developed for the School Improvement Model (SIM) project. Teacher performance areas selected for evaluation include productive teaching techniques; organized, structured class…

This instrument was designed to aid in evaluating the Pittsburgh Teacher Corps Pre-Service Program by assessing whether predetermined behavioral objectives had been attained. Some twenty objectives in the areas of teaching skills, attitudes, and community involvement are rated on a four-point continuum: Never Observed; Sometimes; Most of the Time;…

An approach to supervision and evaluation of student teachers includes identification of generic teaching competencies and a systematic appraisal with reference to established desirable teaching behaviors. Structured Classroom Observation Guides, focusing on particular skills during each week of the practicum experience and progressing from basic…

This module is one in a series of thirteen specifically designed to help vocational educators develop the skills needed to function as resource persons to learners enrolled in field-centered competency-based teacher preparation programs. (These learners are persons with appropriate occupational experience and competence who are being prepared as…

A number of studies indicate that student teachers can change their behavior quickly, sometimes dramatically, when under a supervisory program which focuses upon behavioral change during the experience. Such change is contingent upon the extent to which student teachers have specific objectives to achieve and regular, precise feedback about their…

The effectiveness of horizontal evaluation for student teachers and their supervisors was explored through a qualitative analysis of three case studies. For the case studies, two of the supervising teachers were university-based, while the third was a secondary school teacher with no prior experience in supervising student teachers. The aim of the…