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To: Salamone, Joy@Viera
Subject: more research information

 

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Teacher Evaluation


 

Journal Articles

EJ667281   TM525015
Ethical Considerations for Teachers in the Evaluation of Other Teachers.
Author: Peterson, Kenneth D.; Kelley, Phillip; Caskey, Micki
Availability: Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Fax: 781-388-8232; e-mail: subscrip@blackwellpub.com; Web site: http://www.blackwellpublishing.com.
Journal Citation: Journal of Personnel Evaluation in Education, v16 n4 p317-24 Dec 2002
Publication Date: 2002
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJSEP2003
Abstract: Explores issues related to the ethical behavior of teachers serving in the evaluation of colleagues and proposes some topics for consideration. Invites comments and suggestions from educators about this aspect of teacher evaluation. (SLD)



EJ667280   TM525014
Concerning the Fallibility of Judgments from the Side, the Rear, and on High: A Dialogue about Scriven's Critique.
Author: Tobin, Kenneth; Roth, Wolff-Michael
Availability: Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Fax: 781-388-8232; e-mail: subscrip@blackwellpub.com; Web site: http://www.blackwellpublishing.com.
Journal Citation: Journal of Personnel Evaluation in Education, v16 n4 p307-14 Dec 2002
Publication Date: 2002
ISSN: 0920-525X
Language: English
Document Type: Book/product reviews (072); Journal articles (080)
Journal Announcement: CIJSEP2003
Abstract: 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)
Descriptors: *Educational Change; Elementary Secondary Education; *Evaluation Methods; *Models; *Teacher Evaluation
Descriptive Terms: Comments on "Out of the Frying Pan, into the Fire: Comments on Roth/Tobin," by Michael Scriven, "Journal of Personnel Evaluation in Education," v16 n4 p303-06 (TM 525 013).



EJ667279   TM525013
Out of the Frying Pan, into the Fire: Comments on Roth/Tobin.
Author: Scriven, Michael
Availability: Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Fax: 781-388-8232; e-mail: subscrip@blackwellpub.com; Web site: http://www.blackwellpublishing.com.
Journal Citation: Journal of Personnel Evaluation in Education, v16 n4 p303-06 Dec 2002
Publication Date: 2002
ISSN: 0920-525X
Language: English
Document Type: Book/product reviews (072); Journal articles (080)
Journal Announcement: CIJSEP2003
Abstract: 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)
Descriptors: *Educational Change; Elementary Secondary Education; *Evaluation Methods; *Models; *Teacher Evaluation
Descriptive Terms: Comments on an article by W. Roth and M. Tobin, "The Implications of Coteaching/Cogenerative Dialogue for Teacher Evaluation: Learning from Multiple Perspectives of Everyday Practice," "Journal of Personnel Evaluation in Education" v15 n1, March 2001.



EJ667278   TM525012
Teacher Evaluation, Leadership and Learning Organizations.
Author: David, Douglas R.; Ellett, Chad D.; Annunziata, Joyce
Availability: Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Fax: 781-388-8232; e-mail: subscrip@blackwellpub.com; Web site: http://www.blackwellpublishing.com.
Journal Citation: Journal of Personnel Evaluation in Education, v16 n4 p287-301 Dec 2002
Publication Date: 2002
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJSEP2003
Abstract: Conducted case studies of two principals involved in a new teacher evaluation, assessment, and professional growth system. Discusses implications of the findings for linking teacher evaluation, newer conceptions of school leadership, and school improvement. (SLD)



EJ667276   TM525010
Analysis of Feedback, Enabling Conditions and Fairness Perceptions of Teachers in Three School Districts with New Standards-Based Evaluation Systems.
Author: Kimball, Steven M.
Availability: Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Fax: 781-388-8232; e-mail: subscrip@blackwellpub.com; Web site: http://www.blackwellpublishing.com.
Journal Citation: Journal of Personnel Evaluation in Education, v16 n4 p241-68 Dec 2002
Publication Date: 2002
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJSEP2003
Abstract: Conducted three case studies in three school districts to focus on teachers' responses to feedback, enabling conditions, and perceptions of fairness of school systems that have extended their standards-based evaluation systems beyond a pilot state. Discusses results in terms of contextual variables framing implementation of these teacher evaluation systems and formulates researchable propositions related to these results. (SLD)
Descriptors: Case Studies; Elementary Secondary Education; *Feedback; School Districts; *Standards; *Teacher Evaluation; Teachers



EJ665513   TM524911
Generalizability and Validity of the Use of a Case Analysis Assessment To Make Visible the Quality of Teacher Candidates.
Author: Denner, Peter R.; Miller, Terry L.; Newsome, Jack D.; Birdsong, Julie R.
Availability: Hudson Institute, P.O. Box 26-919, Indianapolis, IN 46226 (Subscription: $19.95). Tel: 888-554-1325 (Toll Free).
Journal Citation: Journal of Personnel Evaluation in Education, v16 n3 p153-74 Sep 2002
Publication Date: 2002
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJAUG2003
Abstract: Evaluated the use of case analysis as an accountability measure for demonstrating teacher candidates' abilities to meet targeted course, institutional, and state teaching standards for student motivation and classroom management. Findings for 34 teacher candidates support the generalizability of case analysis ratings, which were shown to differentiate levels of performance. (SLD)
Descriptors: *Accountability; Classroom Techniques; *Preservice Teachers; Reliability; *State Standards; Student Motivation; Teacher Education; *Teacher Evaluation



EJ663744   SP530836
Standards Performance Continuum: Development and Validation of a Measure of Effective Pedagogy.
Author: Doherty, R. William; Hilberg, R. Soleste; Epaloose, Georgia; Tharp, Roland G.
Availability: Race, Gender & Class, Jean Ait Belkhir, Dept. Of Social Services, Southern University at New Orleans, 6400 Press Drive, New Orleans, LA 70126; Tel: 504-286-5232; Website: www.sunno.edu/sunorgc/
Journal Citation: Journal of Educational Research, v96 n2 p78-89 Nov-Dec 2002
Publication Date: 2002
ISSN: 0022-0671
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJUL2003
Abstract: Describes the development and validation of the Standards Performance Continuum (SPC) for assessing teacher performance of the Standards for Effective Pedagogy. Three studies involving Florida, California, and New Mexico public school teachers provided evidence of inter-rater reliability, concurrent validity, and criterion-related validity supporting the validity of interpretations of data gathered with the SPC. (SM)



EJ660187   SP530664
Teacher Evaluation for Promoting Teaching and Learning: A Blueprint for General and Special Education.
Author: Lee, Karen S. Y.
Availability: Social Justice, P.O. Box 40601, San Francisco, CA 94140 (Subscriptions: $35, individual; $75, institutional; Single Copies: $12.95, individuals; $20, institutions).
Journal Citation: Asia-Pacific Journal of Teacher Education & Development, v5 n1 p77-92 Jun 2002
Publication Date: 2002
ISSN: 1029-0699
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJMAY2003
Abstract: Addresses how teaching quality and student performance can be promoted, offering a blueprint for teacher evaluation, applicable to both regular and special education, based on differentiated supervision and evaluation as well as metacognitive reflection. The paper discusses the pitfalls of misusing teacher evaluation criteria and explains how metacognitive reflection operates for teaching and learning. (SM)
Descriptors: Elementary Secondary Education; Faculty Development; Metacognition; *Special Education Teachers; *Teacher Evaluation; *Teacher Improvement



EJ658501   TM524695
Local District Implementation of State Mandated Teacher Evaluation Policies and Procedures: The North Carolina Case.
Author: Bradshaw, Lynn K.
Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. For full text: http://www.nces.ed.gov/surveys/pisa.
Journal Citation: Journal of Personnel Evaluation in Education, v16 n2 p113-27 Jun 2002
Publication Date: 2002
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAPR2003
Abstract: Studied teacher evaluation practice in 27 North Carolina school districts 14 years after the initial implementation of the North Carolina Teacher Appraisal System. Findings show more inconsistencies in practice and less support for the system than would be desirable. (SLD)
Descriptors: Elementary Secondary Education; Evaluation Methods; *Program Effectiveness; *School Districts; *State Programs; *Teacher Evaluation



EJ658499   TM524693
Teachers' Perceptions of Appraiser-Appraisee Relationships.
Author: Chow, Alan Ping Yan; Wong, Edwin King Por; Yeung, Alexander Seeshing; Mo, Kim Wan
Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. For full text: http://www.nces.ed.gov/surveys/pisa.
Journal Citation: Journal of Personnel Evaluation in Education, v16 n2 p85-101 Jun 2002
Publication Date: 2002
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAPR2003
Abstract: Studied teacher perceptions of appraisal (teacher evaluation) in a sample of 527 elementary school teachers in Hong Kong who were evaluated by the principal or senior teaching staff. The appraiser-appraisee combination did make a significant different in teacher perception of the purposes and appropriateness of the appraisal. (SLD)
Descriptors: Elementary Education; *Elementary School Teachers; Evaluation Methods; Foreign Countries; *Teacher Evaluation



EJ658422   TM524616
Web-Based Support for Teacher Evaluation and Professional Growth: The Professional Assessment and Comprehensive Evaluation System (PACES).
Author: Ellett, Chad D.; Annunziata, Joyce; Schiavone, Salvatore
Availability: http://olam.ed.asu.edu/epaa.
Journal Citation: Journal of Personnel Evaluation in Education, v16 n1 p63-74 Mar 2002
Publication Date: 2002
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJAPR2003
Abstract: Describes the development, implementation, and Web-based support for a new comprehensive system designed for the annual evaluation and professional growth of all teachers in the Miami-Dade County Public Schools, Florida. The system has been developed to embrace newer philosophies of professional teaching practice and new theories of teaching and learning. (SLD)
Descriptors: Computer Uses in Education; Educational Philosophy; Learning; *Professional Development; *Teacher Evaluation; *Teachers; *World Wide Web
Descriptive Terms: Special issue devoted to reviewing recent and emerging trends in the application of various multimedia technologies to the practice of school personnel assessment and professional development.



EJ653663   EA540044
Through the Horns of a Dilemma between Instructional Supervision and the Summative Evaluation of Teaching.
Author: Holland, Patricia E.; Adams, Paula
Availability: http://www-writing.berkeley.edu/tesl-ej/
Journal Citation: International Journal of Leadership in Education, v5 n3 p227-247 Jul-Sep 2002
Publication Date: 2002
ISSN: 1360-3124
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJFEB2003
Abstract: Case study of a district-level alternative to a state-mandated, administratively oriented, observation-based, summative evaluation of teaching. The alternative formative-evaluation process consists of teacher-developed Professional Development Plans (PDPs). Suggests that PDPs offer a way to resolve the apparent dilemma between teacher supervision for professional growth and supervision as summative evaluation for teacher accountability. (Contains 53 references.) (Authors/PKP)



EJ653589   EA539970
School-Based Supervision at a Private Turkish School: A Mode for Improving Teacher Evaluation.
Author: Collins, Ayse Bas
Availability: http://www-writing.berkeley.edu/tesl-ej/
Journal Citation: Leadership and Policy in Schools, v1 n2 p172-90 Jun 2002
Publication Date: 2002
ISSN: 1570-0763
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJFEB2003
Abstract: Examines school-based teacher supervision and evaluation in a Turkish private secondary school with an enrollment of 1,800 students in grades 5 to 12. Develops a two-phase (formative and summative) teacher supervision and evaluation model called Achievement Based Continuous Assessment. (Contains 32 references.) (PKP)
Descriptors: Foreign Countries; Models; Private Schools; *School Based Management; Secondary Schools; *Teacher Evaluation; *Teacher Supervision



EJ653085   UD523879
Good Intentions, Questionable Results: Implications for the Professional Development of Teachers.
Author: Sullivan, Susan; Shulman, Vivian; Glanz, Jeffrey
Availability: Rand Review, P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642 (Toll Free); e-mail: order@rand.org.
Journal Citation: Education and Urban Society, v34 n4 p451-76 Aug 2002
Publication Date: 2002
ISSN: 0013-1245
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJAN2003
Abstract: Examined the extent of implementation of the 1995-00 United Federation of Teachers-New York City contract agreement on annual teacher performance reviews, identifying factors impacting implementation. Survey and interview data indicate that few schools are implementing the performance review option, mainly due to lack of adequate training. Lack of investment in performance review on the part of professional staff persists. (SM)
Descriptors: Elementary Secondary Education; *Faculty Development; Performance Based Assessment; Public Schools; Teacher Competencies; *Teacher Evaluation; Urban Schools



EJ653079   TM524445
Linking Teacher Assessment to Student Performance: A Benchmarking, Generalizability, and Validity Study of the Use of Teacher Work Samples.
Author: Denner, Peter R.; Salzman, Stephanie A.; Bangert, Arthur W.
Availability: Rand Review, P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642 (Toll Free); e-mail: order@rand.org.
Journal Citation: Journal of Personnel Evaluation in Education, v15 n4 p287-307 Dec 2001
Publication Date: 2001
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJAN2003
Abstract: Examined the validity and generalizability of the use of Teacher Work Samples to assess the ability of preservice teachers and inservice teachers to meet national and state teaching standards and to make an impact on the learning of their students. Results of the study, which involved 132 work samples, show initial support for teacher work sample assessment as valid and credible. (SLD)
Descriptive Terms: Research partially supported by a grant from the J. A. & Kathryn Albertson Foundation.



EJ653078   TM524444
Examining the Psychometric Quality of the National Board for Professional Teaching Standards Early Childhood/Generalist Assessment System.
Author: Myford, Carol M.; Engelhard, George, Jr.
Availability: Rand Review, P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642 (Toll Free); e-mail: order@rand.org.
Journal Citation: Journal of Personnel Evaluation in Education, v15 n4 p253-85 Dec 2001
Publication Date: 2001
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJAN2003
Abstract: Studied the psychometric quality of the National Board for Professional Teaching Standards Early Childhood/Generalist assessment system through a FACETS analysis of tests from 596 candidates. In general, results indicate that the assessment system is functioning quite well, and overall, most candidate rating profiles show consistent performance across the 10 exercises. (SLD)
Descriptors: *Early Childhood Education; *Evaluation Methods; *Preservice Teachers; *Psychometrics; Reliability; Teacher Certification; *Teacher Evaluation



EJ652020   EA539884
Barriers to Evaluation: Beliefs of Elementary and Middle School Principals.
Author: Painter, Suzanne R.
Availability: http://exchanges.state.gov/forum
Journal Citation: Planning and Changing, v32 n1-2 p58-70 2001
Publication Date: 2001
ISSN: 0032-0684
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJAN2003
Abstract: Examines Oregon and Arizona elementary and middle school principals' views about the barriers to evaluating low-performing teachers. Principals in both states identified teacher-tenure laws and procedures, time constraints, and problems with the teacher union and collective-bargaining agreement as the major barriers to effective evaluation of inadequate teachers. (Contains 22 references.) (PKP)
Descriptors: *Administrator Attitudes; Comparative Analysis; Elementary Schools; Middle Schools; *Principals; *Teacher Effectiveness; *Teacher Evaluation



EJ651922   CS763058
Is Peer Review an Effective Approach for Evaluating Teachers?
Author: Kumrow, David; Dahlen, Becky
Availability: http://exchanges.state.gov/forum
Journal Citation: Clearing House, v75 n5 p238-41 May-Jun 2002
Publication Date: 2002
ISSN: 0009-8655
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJJAN2003
Abstract: Suggests that there is a need to change the traditional evaluative process that treats teachers as supervised workers rather than collegial professionals. Examines the process, purpose, effectiveness, financial implications, and the future of peer review programs. Explains the process, purpose, and benefits of the program Peer Assistance and Review (PAR). Includes a case study of the Toledo, Ohio Peer Review Program. (PM)



EJ650423   EA539817
Improving Instruction through Teacher Observation.
Author: Protheroe, Nancy
Availability: http://exchanges.state.gov/forum/
Journal Citation: Principal, v82 n1 p48-51 Sep-Oct 2002
Publication Date: 2002
ISSN: 0271-6062
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJDEC2002
Abstract: Describes classroom observation techniques focusing on what the students are learning rather than how the teacher is teaching. Highlights research on effective teaching; provides examples of programs to teach principals effective classroom observation and teacher-evaluation techniques; emphasizes link between teacher evaluation and professional development. (Contains 15 references.) (PKP)
Descriptors: Administrator Education; *Classroom Observation Techniques; Elementary Secondary Education; Professional Development; *Teacher Evaluation;



EJ649761   SP530231
Personal and Interpersonal Attributes in Selecting Teachers.
Author: Ryan, Patricia M.; Alcock, Martha A.
Availability: Hudson Institute, P.O. Box 26-919, Indianapolis, IN 46226 ($19.95, subcriptions). E-mail: amoutlook@hudson.org; Web site: http://ao.hudson.org/index.cfm.
Journal Citation: Action in Teacher Education, v24 n1 p58-67 Spr 2002
Publication Date: 2002
ISSN: 0162-6620
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJNOV2002
Abstract: Notes the importance of selecting teachers based on professional attitudes and personal attributes, synopsizing four tools used to assess teachers and teacher candidates regarding knowledge, skills, and values (Teacher Perceiver Instrument, STAR Teacher Interview, Praxis III Teacher Performance Assessment, and National Board for Professional Teaching Standards). Commonalities across instruments and applications are discussed. (SM)
Descriptors: Elementary Secondary Education; *Interpersonal Competence; *Teacher Attitudes; *Teacher Characteristics; *Teacher Competencies; *Teacher Evaluation; Teaching Skills
Identifiers: National Board for Professional Teaching Standards; Praxis Series; Teacher Knowledge; Teacher Perceiver Interview



EJ648752   EA539749
Teacher Appraisal 1988-1998: A Case Study.
Author: Gunter, Helen M.
Availability: Web site: http://www.ehponline.org
Journal Citation: School Leadership & Management, v22 n1 p61 Feb 2002
Publication Date: 2002
ISSN: 1363-2434
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJNOV2002
Abstract: Tells the story of teacher appraisal in schools of one urban Local Education Authority (LEA) in the north of England from 1988 to 1998. Describes positive progress in the development of teacher appraisal in the schools prior to 1998; explains the importance of narrating such contemporary histories as a means of valuing teacher investment in the appraisal system. (Contains 32 references.) (Author/PKP)
Descriptors: Case Studies; *Educational Policy; Elementary Secondary Education; Federal Legislation; Foreign Countries; *Professional Development; *Teacher Evaluation
Identifiers: England; *Local Education Authorities (United Kingdom)



EJ646832   CG558569
Psychometric Data for Teacher Judgments Regarding the Learning Behaviors of Primary Grade Children.
Author: Crosby, Edward G.; French, Joseph L.
Availability: College of Education and Behavioral Science, Morehead State University, Morehead, KY 40351.
Journal Citation: Psychology in the Schools, v39 n3 p235-44 May 2002
Publication Date: 2002
ISSN: 0033-3085
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJOCT2002
Abstract: Study analyzed the psychometric properties of the Classroom Performance Profile (CPP), a teacher rating scale, using economically-disadvantaged students as they progressed from kindergarten to third grade. Results suggest that the CPP ratings were positively correlated with measures of academic achievement, academic competence, and social skills, and negatively correlated with problem behaviors. (JDM)
Descriptors: *Academic Achievement; Economically Disadvantaged; Elementary Schools; Grade 1; Grade 2; Grade 3; Interpersonal Competence; Kindergarten; *Teacher Evaluation;



EJ646346   SP530064
Requirements for an Assessment Procedure for Beginning Teachers: Implications from Recent Theories on Teaching and Assessment.
Author: Uhlenbeck, Anne M.; Verloop, Nico; Beijaard, Douwe
Availability: Eta Sigma Gamma, the National Professional Health Education Honorary, 2000 University Ave., Muncie, IN 47306.
Journal Citation: Teachers College Record, v104 n2 p242-72 Mar 2002
Publication Date: 2002
ISSN: 0161-4681
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJSEP2002
Abstract: Examined the best approach to the development of procedures for assessing beginning teachers, reviewing studies on teacher thinking, development, learning, and knowledge; examining studies on new approaches to teacher evaluation and on issues of validity and reliability; and proposing a framework with 15 implications for the development of beginning teacher assessments. (Contains references.) (SM)
Descriptors: *Beginning Teachers; Elementary Secondary Education; *Evaluation Methods; Faculty Development; Learning; Reliability; *Teacher Evaluation; Validity
Identifiers: Teacher Knowledge; Teacher Thinking



EJ645286   FL532518
The Use of Portfolios for In-service Teacher Assessment: A Case Study of Foreign Language Middle-School Teachers in Texas.
Author: Moore, Zena; Bond, Nathan
Availability: http://llt.msu.edu
Journal Citation: Foreign Language Annals, v35 n1 p85-92 Jan-Feb 2002
Publication Date: 2002
ISSN: 0015-718X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJSEP2002
Abstract: Chronicled efforts of foreign language middle school teachers as they developed professional portfolios. Investigates what happens when teachers build a professional portfolio as an alternative to a state appraisal system. Findings point to the importance of administrative and collegial support for successful professional portfolio development. (Author/VWL)
Descriptors: Case Studies; *Language Teachers; Middle Schools; *Portfolios (Background Materials); Second Language Instruction; Second Language Learning; *Teacher Evaluation
Identifiers: Texas



EJ644917   EA539527
Rethinking Teacher Evaluation in the Third World.
Author: Wanzare, Zachariah O.
Availability: Naylor Publications, Inc., 5931 Northwest 1st Place, Gainesville, FL 32607. Tel: 800-369-6220 (Toll Free); Fax: 352-331-3525.
Journal Citation: Educational Management & Administration, v30 n2 p213-29 Apr 2002
Publication Date: 2002
ISSN: 0263-211X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJSEP2002
Abstract: Presents general overview of evaluation, including definition, general functions, and processes. Describes factors associated with low teacher quality in Kenya such as deficiencies in preservice teacher education, limited opportunities for inservice training. Summarizes problems in the Kenyan teacher-evaluation system and the proposed strategies for improvement. Describes benefits of and barriers to the proposed evaluation framework. (Contains 51 references.) (PKP)
Descriptors: Classroom Observation Techniques; *Educational Improvement; Educational Policy; Educational Research; Elementary Secondary Education; Foreign Countries; Formative Evaluation; Inservice Teacher Education; Preservice Teacher Education; Professional Development; Summative Evaluation; Teacher Effectiveness; *Teacher Evaluation
Identifiers: *Kenya



EJ644240   TM524088
Teachers' Perceptions of a Learner-Centered Teacher Evaluation System.
Author: Ovando, Martha N.
Availability: Electronically searchable ERIC RIE document resume data from 1966 forward is available free to the public at http://www.eric.ed.gov. The entire ERIC database in electronic form can be purchased from the ERIC Processing and Reference Facility, 4483-A Forbes Blvd., Lanham, MD 20706 USA. Tel: 800-799-3742 (Toll Free); Tel: 301-552-4200; Web site: http://www.ericfacility.org.
Journal Citation: Journal of Personnel Evaluation in Education, v15 n3 p213-31 Sep 2001
Publication Date: 2001
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAUG2002
Abstract: Explored the perceptions of 12 teachers of the support available to them for professional development and the benefits and pitfalls for professional growth of a learner-centered teacher evaluation system. Teachers acknowledged support available, believed that the proposed teacher evaluation system offered opportunities for growth, but showed were concerned about the subjectivity of the system and its labels. (SLD)
Descriptors: Elementary Secondary Education; *Evaluation Methods; Teacher Attitudes; *Teacher Evaluation; *Teachers
Identifiers: *Learner Based Evaluation Systems



EJ644239   TM524087
Assessment of Teacher Reactions to a Standards-Based Teacher Evaluation System: A Pilot Study.
Author: Milanowski, Anthony T.; Heneman, Herbert G., III
Availability: Electronically searchable ERIC RIE document resume data from 1966 forward is available free to the public at http://www.eric.ed.gov. The entire ERIC database in electronic form can be purchased from the ERIC Processing and Reference Facility, 4483-A Forbes Blvd., Lanham, MD 20706 USA. Tel: 800-799-3742 (Toll Free); Tel: 301-552-4200; Web site: http://www.ericfacility.org.
Journal Citation: Journal of Personnel Evaluation in Education, v15 n3 p193-212 Sep 2001
Publication Date: 2001
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAUG2002
Abstract: Studied the reactions of teachers to the pilot implementation of a new standards-based teacher evaluation system based on the "Framework for Teaching" of Danielson (1996). Most of the approximately 80 teachers accepted the standards and the need for the system, but many felt that the system added too much to their workload and did not provide enough feedback. (SLD)
Descriptors: Elementary Secondary Education; Feedback; Pilot Projects; *Standards; Teacher Attitudes; *Teacher Evaluation; *Teachers;
Descriptive Terms: Prepared for the Consortium for Policy Research in Education, Wisconsin Center for Education Research, Madison.



EJ644220   TM524068
Presenting Complex Teacher Evaluation Data: Advantages of Dossier Organization Techniques over Portfolios.
Author: Peterson, Kenneth D.; Stevens, Dannelle; Mack, Carol
Availability: Electronically searchable ERIC RIE document resume data from 1966 forward is available free to the public at http://www.eric.ed.gov. The entire ERIC database in electronic form can be purchased from the ERIC Processing and Reference Facility, 4483-A Forbes Blvd., Lanham, MD 20706 USA. Tel: 800-799-3742 (Toll Free); Tel: 301-552-4200; Web site: http://www.ericfacility.org.
Journal Citation: Journal of Personnel Evaluation in Education, v15 n2 p121-33 Jun 2001
Publication Date: 2001
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJAUG2002
Abstract: Outlines seven shortcomings of portfolios for purposes of teacher evaluation and discusses the advantages of teacher dossiers, which are easier to judge, demonstrably reliable, and cost effective. Dossiers are more compact, processed, and usable for judges of teacher quality. (SLD)
Descriptors: Elementary Secondary Education; *Evaluation Methods; *Portfolio Assessment; Portfolios (Background Materials); *Teacher Evaluation;



EJ642950   EA539431
Student Voice in School Leadership: Promoting Dialogue About Students' Views on Teaching.
Author: Veugelers, Wiel; de Kat, Ewoud
Availability: http://www-writing.berkeley.edu/TESL-EJ
Journal Citation: Journal of School Leadership, v12 n1 p97-108 Jan 2002
Publication Date: 2002
ISSN: 1052-6846
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAUG2002
Abstract: Netherlands study of the views of secondary school students regarding teacher effectiveness; presents theoretical background, a description of the research design and implementation, and findings. Develops tools and procedures for involving students in efforts to improve teacher effectiveness. (Contains 21 references.) (PKP)
Descriptors: Educational Policy; Foreign Countries; Instruction; Leadership; Questionnaires; Secondary Education; *Student Participation; *Teacher Evaluation
Identifiers: Netherlands



EJ642212   SP529948
Formative Assessment for Substitute Teachers.
Author: Shepherd, Ron
Availability: Carfax Publishing, Taylor & Francis Inc., 325 Chestnut Street, 8th Floor, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll free); Fax: 215-625-2940; e-mail: enquiry@tandf.co.uk; Web site: http://www.tandf.co.uk.
Journal Citation: SubJournal, v2 n1 p18-20 Spr 2001
Publication Date: 2001
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJJUL2002
Abstract: Describes one school district's mandatory 2-hour workshop designed to certify substitute teachers. The workshop explains the district's expectations of substitute teachers, provides information and instructional techniques to facilitate learning and proper classroom control, and allows questions and concerns to be raised and clarified by participants and instructors. A formal assessment strategy for analyzing the effectiveness of the program is recommended. (SM)
Descriptors: Classroom Techniques; Elementary Secondary Education; *Formative Evaluation; Program Evaluation; Student Behavior; *Substitute Teachers; Teacher Competencies; *Teacher Evaluation;



EJ642204   SP529940
The Dangerous Practice of Evaluating Substitute Teachers.
Author: Ryan, Terry
Availability: Carfax Publishing, Taylor & Francis Inc., 325 Chestnut Street, 8th Floor, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll free); Fax: 215-625-2940; e-mail: enquiry@tandf.co.uk; Web site: http://www.tandf.co.uk.
Journal Citation: SubJournal, v1 n1 p48-49 Spr 2000
Publication Date: 2000
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJJUL2002
Descriptors: Elementary Secondary Education; Legal Responsibility; *Substitute Teachers; *Teacher Evaluation; Teacher Qualifications;



EJ640921   EA539300
The Proof Is in the Portfolio.
Author: Diamond, Marie; Handi, Ed
Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634.
Journal Citation: Principal, v81 n4 p57-58 Mar 2002
Publication Date: 2002
ISSN: 0271-6062
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJJUL2002
Abstract: Describes the design and implementation of a portfolio evaluation plan for teachers at North Haven, Connecticut, Public Schools, key components of which are professional development and training for both teachers and administrators. (PKP)
Descriptors: Elementary Secondary Education; *Portfolio Assessment; Professional Development; *Teacher Evaluation
Identifiers: Connecticut



EJ636298   SP529584
Striking a Balance.
Author: Janas, Monica
Availability: Center for Critical Education, Inc., P.O. Box 382616, Cambridge, MA 02238-2616. Web site: http://www.wpunj.edu/radteach.
Journal Citation: Kappa Delta Pi Record, v38 n1 p24-27 Fall 2001
Publication Date: 2001
ISSN: 0022-8958
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJAPR2002
Abstract: Unlike staff development directives generated by schools and districts, self-coaching helps teachers address individual professional goals and interests. A reflective self-coaching framework that helps teachers at every career stage assess their needs, set goals, and plan their own professional development is presented. The framework uses four types of analytical questioning: describing, informing, confronting, and reconstructing. (SM)
Descriptors: Elementary Secondary Education; *Faculty Development; Reflective Teaching; *Self Evaluation (Individuals); *Teacher Evaluation; Teacher Improvement
Identifiers: *Coaching; Reflective Thinking



EJ636295   SP529581
Teaching To Win.
Author: McQueen, Candice
Availability: Center for Critical Education, Inc., P.O. Box 382616, Cambridge, MA 02238-2616. Web site: http://www.wpunj.edu/radteach.
Journal Citation: Kappa Delta Pi Record, v38 n1 p12-15 Fall 2001
Publication Date: 2001
ISSN: 0022-8958
Language: English
Document Type: Guides--Non-classroom (055); Journal articles (080)
Journal Announcement: CIJAPR2002
Abstract: Proposes four ways to help teachers truly develop as educators, including: peer coaching to gain and develop knowledge and skills; collaborative teaching for daily practice and feedback; and parent and student questionnaires and videotaping of teachers at work to help evaluate personal teaching performance. (SM)
Descriptors: Elementary Secondary Education; Faculty Development; *Feedback; Student Evaluation of Teacher Performance; Teacher Collaboration; *Teacher Effectiveness; *Teacher Evaluation; Teacher Improvement; Teachers; *Teaching Skills; Videotape Recordings
Identifiers: Peer Coaching; Teacher Knowledge



EJ633960   TM523724
The New Haven Unified School District: A Teaching Quality System for Excellence and Equity.
Author: Snyder, Jon
Availability:
Journal Citation: Journal of Personnel Evaluation in Education, v15 n1 p61-81 Mar 2001
Publication Date: 2001
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141); Reports--Research (143)
Journal Announcement: CIJMAR2002
Abstract: Describes a holistic, integrated approach to teacher selection, evaluation, and retention, collegial teaching and professional support, resource allocation, teacher professional growth, and teacher and student opportunities to learn within a state and district standards-driven context. Presents a descriptive case study of school reform using this approach in one California school district. (SLD)
Descriptors: Case Studies; *Educational Change; Integrated Activities; *Professional Development; School Districts; Standards; *Teacher Evaluation; Teacher Selection; Teacher Supply and Demand
Identifiers: California



EJ633957   TM523721
The Implications of Coteaching/Cogenerative Dialogue for Teacher Evaluation: Learning from Multiple Perspectives of Everyday Practice.
Author: Roth, Wolff-Michael; Tobin, Kenneth
Availability:
Journal Citation: Journal of Personnel Evaluation in Education, v15 n1 p7-29 Mar 2001
Publication Date: 2001
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJMAR2002
Abstract: Reconceptualizes teacher evaluation in terms of coteaching, an epistemology and methodology for teaching and learning to teach that is grounded in the collective motivation of preparing the next generation of citizens. Central to coteaching are cogenerative learning sessions in which those who share a classroom experience collectively construct local theory with the intent of improving student learning. (SLD)
Descriptors: Constructivism (Learning); Elementary Secondary Education; Teacher Education; *Teacher Evaluation; *Team Teaching
Descriptive Terms: Research funded in part by Grant 410-99-0021 from the Social Sciences and Humanities Research Council of Canada and a Spencer Foundation Grant.



EJ633433   PS532255
Using the Delphi Process To Reach Consensus between Taiwanese Teachers and Professors about Possible Competencies for Use in a Simulated Teaching Performance Test Used To Determine Licensure.
Author: Wei, Whei-Jane; Hammons, James O.
Availability:
Journal Citation: Early Child Development and Care, v167 p149-60 Apr 2001
Publication Date: 2001
ISSN: 0300-4430
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJMAR2002
Abstract: Used modified Delphi approach to examine whether a consensus could be reached between Taiwanese professors and teachers about desired competencies for kindergarten teachers that could be examined during a simulated teaching performance test. Found that the 2 groups agreed on 17 of 22 competencies and all agreed the 22 competencies could be assessed in a simulated teaching performance test. (Author/KB)
Descriptors: Foreign Countries; *Kindergarten; *Preschool Teachers; *Professors; *Teacher Competencies; *Teacher Competency Testing; *Teacher Evaluation; Teacher Qualifications
Identifiers: Taiwan



EJ632484   EA538710
Measure for Measure: Using Student Test Results in Teacher Evaluations.
Author: Tucker, Pamela D.; Stronge, James H.
Availability:
Journal Citation: American School Board Journal, v188 n9 p34-37 Sep 2001
Publication Date: 2001
ISSN: 0003-0953
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJMAR2002
Abstract: A study of four teacher-evaluation programs--in Tennessee, Texas, Oregon, and Colorado--finds that measures of student learning can be an important source of feedback on the effectiveness of schools, administrators, and teachers. Includes extended description of Tennessee's accountability system that uses test scores in the evaluation of teachers. (PKP)
Descriptors: *Accountability; *Achievement Tests; Educational Research; Elementary Secondary Education; Public Policy; *Teacher Evaluation
Identifiers: Colorado; Oregon; *Tennessee Value Added Assessment System; Texas



EJ630788   CS761295
Professional Teaching Standards: Generic, Subject-Specific or Third Wave?
Author: Chadbourne, Rod
Availability: Published by The Australian Association for the Teaching of English, P.O. Box 3203, Norwood, S.A. 5067, Australia. E-mail: aate@aate.org.au.
Journal Citation: English in Australia, n129-30 p65-74 Dec 2000-Feb 2001
Publication Date: 2001
Language: English
Document Type: Guides--Non-classroom (055); Journal articles (080)
Journal Announcement: CIJFEB2002
Abstract: Explores the issue of generic versus subject-specific standards in terms of their role in teachers' professional development. Suggests generic and subject-specific standards share a symbiotic relationship. Outlines a basis for a "third wave": some teachers may find at a particular stage in their career that generic standards are more useful than subject-specific standards and vice versa. (RS)
Descriptors: *English Instruction; *English Teachers; Foreign Countries; *Literacy; *National Standards; *Professional Development; *Teacher Evaluation
Identifiers: *Australia
Descriptive Terms: Special issue on STELLA (Standards for Teachers of English Language and Literacy in Australia). This is a combined issue with "Literacy Learning: The Middle Years", v9 n1 February 2001, published by the Australian Literacy Educators Association.



EJ627408   TM523457
Consortium for Research on Educational Accountability and Teacher Evaluation. (CREATE) News.
Author: Airasian, Peter W.; Horn, Sandy
Availability:
Journal Citation: Journal of Personnel Evaluation in Education, v14 n4 p319-27 Dec 2000
Publication Date: 2000
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJNOV2001
Abstract: Describes the Ninth Annual Evaluation Institute of the Consortium for Research on Accountability and Teacher Evaluation (CREATE) "Educational Accountability: Assessment, Evaluation, and Technology Assessment and Evaluation," San Jose, California, July 20-23, 2000. The Institute featured more than 50 presentations with 4 keynote addresses. Lists CREATE officers and Board members and presents some sample abstracts from the conference. (SLD)
Descriptors: *Accountability; Conferences; *Educational Research; *Elementary Secondary Education; Higher Education; *Teacher Evaluation
Identifiers: *Center for Research on Educ Account Teacher Eval



EJ627406   TM523455
Issues in Implementing a New Teacher Assessment System in a Large Urban School District: Results of a Qualitative Field Study.
Author: Davis, Douglas R.; Pool, Jonelle E.; Mits-Cash, Michele
Availability:
Journal Citation: Journal of Personnel Evaluation in Education, v14 n4 p285-306 Dec 2000
Publication Date: 2000
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJNOV2001
Abstract: Presents findings from the Professional Assessment and Comprehensive Evaluation System (PACES) Spring 2000 Fields Study in a large southeastern school district. PACES is a comprehensive, learner-centered classroom-based system that provides educators with information useful for teaching and learning. During this pilot study of PACES, interviews with 205 school personnel provide insight into organizational change processes and school culture. (SLD)
Descriptors: Field Studies; Pilot Projects; *Program Implementation; Qualitative Research; *School Personnel; *Teacher Evaluation; Urban Schools



EJ626833   JC509488
La peur de l'evaluation: evaluation de l'enseignement ou du sujet? (Fear of Evaluation: Evaluating the Teacher or the Subject?)
Author: Kosmidou-Hardy, Chryssoula; Marmarinos, Jean
Availability:
Journal Citation: International Review of Education, v47 n1-2 p59-75 Mar 2001
Publication Date: 2001
ISSN: 0020-8566
Language: French
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJNOV2001
Abstract: Addresses questions related to the evaluation of teachers, with specific attention to why there is such teacher resistance. Theorizes that it is the teachers' fear of evaluation of their personal identity rather than their professional competence that lies behind their resistance to evaluation. Calls for the use of action research as a basic strategy for the teacher development. (Contains 27 references.) (KS)
Descriptors: *Educational Philosophy; *Foreign Countries; *Professional Development; Professional Training; Resistance to Change; *Teacher Evaluation; Teacher Improvement
Identifiers: Greece



EJ625768   TM523330
Music Teacher Performance Evaluation: A Call for More Inclusive Models.
Author: Maranzano, Charles
Availability:
Journal Citation: Journal of Personnel Evaluation in Education, v14 n3 p267-74 Sep 2000
Publication Date: 2000
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJOCT2001
Abstract: 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)
Descriptors: *Evaluation Methods; Models; *Teacher Evaluation



EJ625761   TM521016
The Demise of the Georgia Teacher Performance Assessment Instrument.
Author: McGinty, Dixie
Availability: Mid-South Educational Research Association and the University of Alabama, Office of Research and Service, P.O. Box 870231, Tuscaloosa, AL 35478-0231 (individual subscription, $25 a year; institutional subscription, $30; foreign surcharge, $24 a year). Research supported by a Graduate Fellowship from Yale University.
Journal Citation: Research in the Schools, v3 n2 p41-47 Fall 1996
Publication Date: 1996
ISSN: 1085-5300
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJOCT2001
Abstract: The phasing out of the Teacher Performance Assessment Instrument (TPAI) in Georgia is described, with particular attention to litigation involving a teacher who lost her certificate after failing the TPAI. Other reasons for phasing out the TPAI are discussed. (SLD)
Descriptors: Court Litigation; *Performance Based Assessment; *Political Influences; *State Programs; Teacher Certification; *Teacher Evaluation; *Testing Programs
Identifiers: *Georgia; Teacher Performance Assessment Instrument



EJ624066   SP529071
Educators' Opinions on Classroom Observation as a Practice of Staff Development and Appraisal.
Author: Lam, Shui-Fong
Availability:
Journal Citation: Teaching and Teacher Education, v17 n2 p161-73 Feb 2001
Publication Date: 2001
ISSN: 0742-051X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJSEP2001
Abstract: Researchers examined Hong Kong teachers' and principals' perceptions of using classroom observation for faculty development and evaluation. Surveys indicated that the current practice was mainly for evaluation. Elementary teachers were least likely to welcome observers. All respondents wished for a model of peer observation and coaching. More teachers than principals considered observation a form of evaluation rather than staff development. (SM)
Descriptors: Administrator Attitudes; *Classroom Observation Techniques; Elementary Secondary Education; Evaluation Methods; *Faculty Development; Foreign Countries; *Teacher Attitudes; *Teacher Evaluation
Identifiers: Hong Kong



EJ623496   IR543011
Assessing Teacher Technology Skills.
Author: Anderson, Mary Alice
Availability:
Journal Citation: MultiMedia Schools, v7 n6 p25-27 Nov-Dec 2000
Publication Date: 2000
ISSN: 1075-0479
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJSEP2001
Abstract: Advocates the assessment of teachers' technology skills by school media and technology specialists who are involved in staff training. Discusses what should be assessed, including level of curricular integration and attitudes; assessment objectives; informal assessments; formal assessments; assessment tools; and administrators as role models for technology use. (LRW)
Descriptors: Administrator Role; Computer Attitudes; Curriculum Development; Elementary Secondary Education; Evaluation Methods; Evaluation Research; Evaluation Utilization; Learning Resources Centers; *Library Role; *Media Specialists; School Libraries; Staff Development; Teacher Attitudes; *Teacher Evaluation; *Technological Literacy; Technology Integration
Identifiers: Technology Based Instruction; *Technology Utilization



EJ623004   EA538132
Focusing Teacher Evaluations on Student Learning.
Author: Iwanicki, Edward F.
Availability:
Journal Citation: Educational Leadership, v58 n5 p57-59 Feb 2001
Publication Date: 2001
ISSN: 0013-1784
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJSEP2001
Abstract: Analyzing teaching on the basis of student learning is consistent with cognitive perspectives on teaching that consider what students should know and be able to do, what the teacher can do to foster such learning, the teacher's success at achieving desired student outcomes, and how the teacher should improve instruction. (MLH)
Descriptors: *Academic Achievement; *Educational Improvement; Elementary Secondary Education; *Linking Agents; *Staff Development; *Teacher Evaluation



EJ623002   EA538130
Evaluating Experienced Teachers.
Author: Howard, Barbara B.; McColskey, Wendy H.
Availability:
Journal Citation: Educational Leadership, v58 n5 p48-51 Feb 2001
Publication Date: 2001
ISSN: 0013-1784
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJSEP2001
Abstract: Experienced teachers in North Carolina benefit from an evaluation system that sets clear expectations and combines traditional evaluation with individual growth opportunities. The model is based on a regional educational laboratory's 10 years of experience in research and development in formative evaluation. Teacher self-assessment is a key ingredient. (MLH)
Descriptors: Elementary Secondary Education; *Expectation; Formative Evaluation; *Professional Development; Program Descriptions; Summative Evaluation; *Teacher Evaluation; *Teacher Participation; *Teaching Experience
Identifiers: *North Carolina



EJ623001   EA538129
Revamping a Teacher Evaluation System.
Author: Sawyer, Lynn
Availability:
Journal Citation: Educational Leadership, v58 n5 p44-47 Feb 2001
Publication Date: 2001
ISSN: 0013-1784
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJSEP2001
Abstract: Widespread dissatisfaction caused a Nevada district to reexamine and revamp its teacher-evaluation process. The new system, which assumes teacher participation in goal setting helps teachers become self-reflective practitioners capable of adjusting their practices, has four domains: planning and preparation, classroom environment, instruction, and professional responsibility. (MLH)
Descriptors: Classroom Environment; Cooperation; Elementary Secondary Education; Evaluation Criteria; Focus Groups; Lesson Plans; Planning; Program Descriptions; *Program Implementation; Reflective Teaching; *Skill Development; *Staff Development; Teacher Collaboration; *Teacher Evaluation; Teacher Motivation; *Teacher Participation
Identifiers: Continuous Improvement; *Goal Setting; *Washoe County School District NV



EJ623000   EA538128
Using More Data Sources To Evaluate Teachers.
Author: Peterson, Kenneth D.; Wahlquist, Christine; Bone, Kathie; Thompson, Jackie; Chatterton, Kaye
Availability:
Journal Citation: Educational Leadership, v58 n5 p40-43 Feb 2001
Publication Date: 2001
ISSN: 0013-1784
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJSEP2001
Abstract: A Utah district's assessment committee created an innovative, yet conservative teacher-evaluation program using direct measures of teacher performance. Teachers can choose among various data sources: parent surveys, student surveys, student-achievement data, documentation of professional activity, and teacher tests. Datasets are preferred over portfolios. (MLH)
Descriptors: *Academic Achievement; *Administrator Role; *Data Collection; Elementary Secondary Education; Principals; *Teacher Evaluation; *Teacher Participation
Identifiers: Davis School District UT



EJ622998   EA538126
Using Teaching Portfolios.
Author: Painter, Bryan
Availability:
Journal Citation: Educational Leadership, v58 n5 p31-34 Feb 2001
Publication Date: 2001
ISSN: 0013-1784
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJSEP2001
Abstract: Teaching portfolios are not just scrapbooks of random assignments and student work samples, but represent teachers' evolving reflections and analyses measured against rigorous standards. Thoughtful reflection, not a color printer, is the key to portfolio success. Tips on assembling suitable "artifacts" and handling anxiety and time constraints are provided. (MLH)
Descriptors: *Academic Standards; Anxiety; Elementary Secondary Education; *Portfolios (Background Materials); *Professional Development; *Teacher Evaluation; *Time Management
Identifiers: *Artifacts



EJ622994   EA538122
New Trends in Teacher Evaluation.
Author: Danielson, Charlotte
Availability:
Journal Citation: Educational Leadership, v58 n5 p12-15 Feb 2001
Publication Date: 2001
ISSN: 0013-1784
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJSEP2001
Abstract: Rather than burdening administrators, educators are discovering that a well-designed evaluation system can effectively merge professional development with quality assurance in teacher evaluation. New participatory evaluation approaches include differentiated systems, multiyear cycles, and active teacher roles (via portfolios, professional conversations, and student-achievement evidence). (MLH)
Descriptors: Academic Achievement; *Educational Trends; Elementary Secondary Education; Evaluation Criteria; Portfolios (Background Materials); *Professional Development; *Quality Control; *Teacher Evaluation; *Teacher Participation; *Teacher Qualifications
Identifiers: *Differentiation



EJ618858   SE564582
Shooting at Moving Targets.
Author: Lederman, Norman G.; Niess, Margaret L.
Availability:
Journal Citation: School Science and Mathematics, v100 n8 p401-04 Dec 2000
Publication Date: 2000
ISSN: 0036-6803
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJJUN2001
Abstract: Presents opinions on science and mathematics teacher education, evaluation, and effectiveness. (ASK)
Descriptors: Elementary Secondary Education; Mathematics Education; Science Education; *Teacher Effectiveness; *Teacher Evaluation



EJ617116   SO533062
Stop Misusing Tests To Evaluate Teachers.
Author: Neill, Monty
Availability:
Journal Citation: Social Education, v63 n6 p330-32 Oct 1999
Publication Date: 1999
ISSN: 0037-7724
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJMAY2001
Abstract: Addresses the problems of using student test scores to evaluate teachers, citing North Carolina as an example. Considers the problems with accountability laws, misidentifying problems when using student test scores, and teaching to the test. Discusses appropriate accountability mechanisms, the importance of social context, and organizing for change. (CMK)
Descriptors: *Accountability; Elementary Secondary Education; *School Effectiveness; *Scores; Social Influences; Social Studies; State Legislation; *Student Improvement; Teacher Effectiveness; *Teacher Evaluation; Teacher Role; *Testing
Identifiers: *North Carolina
Descriptive Terms: Theme issue: Authentic Assessment in Social Studies.



EJ616878   PS531206
Not Just for Children--New Directions and National Perspectives for Assessing Teachers' Performance. Professional Development.
Author: Hyson, Marilou
Availability:
Journal Citation: Young Children, v55 n5 p58-59 Sep 2000
Publication Date: 2000
ISSN: 0044-0728
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJMAY2001
Abstract: Presents information on the National Council for the Accreditation of Teacher Education's requirements for a performance-based system of assessing teacher candidates and the similar requirements of NAEYC within its higher education program approval process. Presents questions to create a systematic teacher assessment plan, websites for further information, and suggestions for assessment activities. (KB)
Descriptors: Early Childhood Education; Evaluation Criteria; *Performance Based Assessment; *Preschool Teachers; Professional Development; *Standards; Teacher Competencies; Teacher Effectiveness; *Teacher Evaluation; Teacher Improvement
Identifiers: *National Council for Accreditation of Teacher Educ



EJ616280   EA537666
The Human Dynamics of Personnel Evaluation.
Author: McGrath, Mary Jo
Availability:
Journal Citation: School Administrator, v57 n9 p34-38 Oct 2000
Publication Date: 2000
ISSN: 0036-6439
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJMAY2001
Abstract: Would-be reformers often overlook the importance of collegial working relationships. Site administrators have little training in the human dynamics required to relate well to teachers while providing constructive feedback on their performance. Fear of repercussion thwarts the evaluation and improvement process. Constructive communication practices are outlined. (MLH)
Descriptors: Collegiality; *Communication Problems; Elementary Secondary Education; *Interpersonal Communication; Lifelong Learning; *Personnel Evaluation; Principals; Superintendents; *Teacher Administrator Relationship; Teacher Dismissal; *Teacher Effectiveness; *Teacher Evaluation; Teacher Supervision



EJ616276   EA537662
Feedback at 360 Degrees.
Author: Manatt, Richard P.
Availability:
Journal Citation: School Administrator, v57 n9 p10-11 Oct 2000
Publication Date: 2000
ISSN: 0036-6439
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJMAY2001
Abstract: Multirater or 360-degree feedback is a sampling technique that can be used at three levels: for developmental purposes, appraisal, and compensation. It was designed to be small-scale, personalized, and occasional. Implementation tips and pitfalls for districts are described. (MLH)
Descriptors: Elementary Secondary Education; *Feedback; *Pilot Projects; *Program Implementation; *Student Evaluation of Teacher Performance; *Teacher Evaluation
Identifiers: *Parent Surveys



EJ616275   EA537661
When Parents and Students Grade Staff.
Author: Mathews, Jay
Availability:
Journal Citation: School Administrator, v57 n9 p6-9 Oct 2000
Publication Date: 2000
ISSN: 0036-6439
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJMAY2001
Abstract: Since teachers know that students and parents will not rate them as kindly as fellow educators, most attempts to add these voices have been resisted. Although some districts have managed to overcome teacher skepticism and hostility, only 1 percent of U.S. school districts use 360-degree evaluation regularly. (MLH)
Descriptors: Elementary Secondary Education; *Parent School Relationship; *Resistance to Change; *Student Attitudes; *Student Evaluation of Teacher Performance; *Teacher Evaluation; *Teacher Response



EJ614114   CE536729
Leslie's Lament: How Can I Make Teacher Supervision Meaningful?
Author: Rettig, Perry R.
Availability:
Journal Citation: Educational Horizons, v79 n1 p31-37 Fall 2000
Publication Date: 2000
ISSN: 0013-175X
Language: English
Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141)
Journal Announcement: CIJAPR2001
Abstract: Describes how an elementary principal dealt with her role of supervising and evaluating the teachers in her school. (JOW)
Descriptors: *Administrator Role; Elementary Education; *Leadership Qualities; *Principals; *Teacher Evaluation; *Teacher Supervision



EJ612360   TM522960
Government Policy on Teacher Evaluation in Greece: Revolutionary Change or Repetition of the Past?
Author: Chrysos, Michail D.
Availability: Electronic journal available at http://epaa.asu.edu/epaa; 11 pages. Also available from the ERIC Document Reproduction Service.
Journal Citation: Education Policy Analysis Archives, v8 n28 2000
Publication Date: 2000
ISSN: 1068-2341
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJFEB2001
Abstract: Analyzed probable effects on teachers' professional roles and development of a new top-down teacher evaluation system administered by the Greek government. The new system creates internal and external evaluators, but it is important that the evaluation process be divided in essence, and not merely in form as it is now. (SLD)
Descriptors: *Educational Policy; Elementary Secondary Education; Foreign Countries; *Government Role; *Teacher Evaluation
Identifiers: External Evaluation; *Greece; Internal Evaluation



EJ612266   SP528594
Realizing the Value of Self-Assessment: The Influence of the Business Excellence Model on Teacher Professionalism.
Author: Powell, Loraine A.
Availability:
Journal Citation: European Journal of Teacher Education, v23 n1 p37-48 2000
Publication Date: 2000
ISSN: 0261-9768
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJFEB2001
Abstract: The United Kingdom uses many different models of teacher self-evaluation. This paper identifies three grammars of self- assessment, highlighting the "Business Excellence Model" currently being implemented, which is characterized by creative grammar. The value of this self-assessment model and its impact on teacher professionalism are examined. Findings suggest that teachers using this model are compelled to refine their professional roles. (SM)
Descriptors: Business; Elementary Secondary Education; Foreign Countries; *Self Evaluation (Individuals); *Teacher Evaluation; Teacher Role; Teachers
Identifiers: *Professionalism; United Kingdom



EJ610776   TM522878
Taking a Second Look: Expert and Novice Differences When Observing the Same Classroom Teaching Segment a Second Time.
Author: Kerrins, Judith A.; Cushing, Katherine S.
Availability:
Journal Citation: Journal of Personnel Evaluation in Education, v14 n1 p5-24 Mar 2000
Publication Date: 2000
ISSN: 0920-525X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJAN2001
Abstract: Five experienced (expert) and six beginning (novice) principals viewed a classroom teaching episode for teacher supervision purposes on two occasions. Findings show important differences between experts and novices in their abilities to make recommendations for the improvement of teaching. (SLD)
Descriptors: *Administrator Attitudes; *Beginning Principals; Elementary Education; *Instructional Improvement; Supervision; *Teacher Evaluation
Identifiers: *Experts


 

Documents

ED473335   EA032369
Documenting Inadequate Performance in an Era of Accountability.
Author: Buckner, Kermit
Availability: Education Law Association, Mail Drop 0528, 300 College Park, Dayton, OH 45469. Tel: 937-229-3589; Fax: 937-229-3845; e-mail: ela@udayton.edu; Web site: http://www.educationlaw.org.
Publication Date: November 2002
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIESEP2003
Abstract: This paper is part of a collection of 54 papers from the 48th annual conference of the Education Law Association held in November 2002. It discusses teacher evaluation by principals. Specifically, it presents findings of research that examined the nature of policy creation at the local board level in response to accountability legislation in North Carolina; the impact of North Carolina's accountability program on principals in their role as teacher evaluators; and the implications for principal-preparation programs. (The study was limited to schools in eastern North Carolina.) The findings reveal, among other things, that action plans have become an accepted method for dealing with the pressure administrators face to improve learning and that most of the actions plans were written for teachers who did not work in low-performing schools, which seems to indicate that, because this policy followed the model created by the state's school board association, the association may have significant influence over the creation of local policy. Implications of these findings indicate that principal-preparation programs need to help their students understand the legal implications of policy that utilizes action plans, and to examine how such programs prepare students to work with teachers to improve performance. (WFA)
Descriptors: Accountability; *Administrator Education; Competency Based Teacher Education; *Educational Improvement; *Educational Legislation; Elementary Secondary Education; *Faculty Development; Performance Based Assessment; Principals; School District Autonomy; Teacher Administrator Relationship; Teacher Competencies; Teacher Effectiveness; *Teacher Evaluation
Descriptive Terms: In: Balancing Rights: Education Law in a Brave New World. Papers {of the} Education Law Association (ELA) Annual Conference (48th, New Orleans, LA, November 14-16, 2002); see EA 032 361.
Geographic Source: U.S.; North Carolina



ED471552   TM034654
Development and Validation of Student Teaching Performance Assessment Based on Danielson's Framework for Teaching.
Author: Benjamin, Woan-Jue
Availability: Human Kinetics, P.O. Box 5076, Champaign, IL 61825-5076. ($29.00) Tel: 800-747-4457 (Toll Free); e-mail: humank@hkusa.com; Web site: http://www.humankinetics.com.
Publication Date: April 2002
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIEAUG2003
Abstract: This study examined the validity and reliability of a newly developed instrument for performance assessment of teachers. The instrument was based on the "framework for teaching" proposed by C. Danielson, a framework that identifies the aspects of a teacher's responsibilities that have been documented through empirical studies and theoretical research as promoting student learning. The University Supervisors Evaluation Report (USER) was developed based on 22 components in the 4 domains of Danielson's framework. Two slightly modified instruments, the Students Self-Report and the Cooperating Teacher's Evaluation Report (CTER), were developed for the purpose of validation. A panel of 23 members, including students, cooperating teachers, and university supervisors, was asked to evaluate the contents of each instrument in relation to the four domains of Danielson's framework. Thirty-three complete data sets were collected from student teachers and their cooperating teachers and university supervisors. In general, the internal consistency reliability within each domain was reasonably high except for domain 4 of the CTER. The interrater reliability was also high, as scores among students, cooperating teachers, and university supervisors were consistent. Some items, however, were deemed not suitable after careful examination, and these may be eliminated from the instrument. Overall, the new instrument was found to have high content validity and construct validity, but the concurrent validity comparing the existing assessment tool with the newly developed instrument was low. The existing instrument had never been validated, and may not have been appropriate for evaluating student teacher competence. Appendix A contains Danielsons framework, and Appendix B contains the instrument. (SLD)
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).
Geographic Source: U.S.; Pennsylvania



ED470230   SP041158
Improving Student Work Linked with Professional Growth: What Synergism!
Author: Firlik, Russ
Availability: National Staff Development Council, P.O. Box 240, Oxford, OH 45056. Tel: 513-523-6029.
Publication Date: 2002
Language: English
Document Type: Reports--Descriptive (141)
Journal Announcement: RIEJUN2003
Abstract: This paper describes the establishment of a professional growth and evaluation system in Connecticut's New Canaan Public Schools. The effort included various significant opportunities for teachers to assess themselves and guide their own professional thinking and action. These opportunities resulted in richer feedback to teachers about their performance and a meaningful linkage between evaluations, professional development, and student work. The effort included well-defined opportunities for self-assessment and reflection; elements of the Connecticut Common Core of Teaching; differentiated supervision and professional development options for tenured teachers; and relevant, meaningful linkage between professional growth, evaluation, and improvement of student work. One of the major acts of commitment to this program for staff and supervisors was to establish a goal setting procedure focused on student learning. Goals had to be substantive, target increased student performance, reflect a clear link to district and school goals, and be specific and measurable. Teachers received training in how to develop and write goals based on student work to enhance instructional effectiveness. Overall, the process enriched the dialogue between teachers, district curriculum coordinators, and supervisors, heightened awareness of accomplishments, and contributed to a more meaningful and comprehensive summative evaluation. Self-reflection was essential to teacher-supervisor dialogue in formulating tentative goals. (SM)
Descriptors: Elementary Secondary Education; *Faculty Development; Feedback; *Self Evaluation (Individuals); *Teacher Evaluation; *Teacher Improvement
Geographic Source: U.S.; Florida



ED469164   TM034454
Improving Teacher Evaluation for Increasing Student Learning.
Author: Xu, Shuli; Sinclair, Robert L.
Availability: For full text: http://www.worlded.org/us/health/docs/comp/compendium.pdf.
Publication Date: April 01, 2002
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIEMAY2003
Abstract: The major purpose of this study was to discover whether existing practices for evaluating instruction are intended to help elementary school teachers improve student learning. The study examined similarities and differences in the perceptions of teachers and principals about teacher evaluation and analyzed the degrees to which evaluation of instruction is intended to provide information teachers may use to increase student learning. Perceptions about whether evaluation is effective in improving student learning were also studied, and ideas about changes to make evaluation more meaningful were elicited. Two samples of elementary schools were used. One consisted of 34 schools, general Schools, selected at random. The other included five demographically different schools affiliated with the Massachusetts Coalition for the Advancement in Learning, Target Schools. Interviews were conducted with teachers and principals in the target schools. Overall, teacher evaluations were perceived as a means for accountability, teacher effectiveness, and the improvement of curriculum. Only 7 of 39 principals believed that the purpose of teacher evaluation was to improve student achievement and enhance student learning. Teachers and principals from the target schools were more aware of improvement of student learning as a goal.Teacher attitudes about evaluation procedures and some recommendations for the improvement of evaluation were noted. (Contains 64 references.)(SLD)
Descriptors: Accountability; *Achievement Gains; Elementary Education; Elementary School Students; *Elementary School Teachers; *Evaluation Utilization; *Instructional Effectiveness; Interviews; *Learning; *Teacher Evaluation
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).
Geographic Source: U.S.; Massachusetts



ED468680   EA031986
Handbook on Teacher Portfolios for Evaluation and Professional Development. {With CD-ROM}.
Author: Tucker, Pamela D.; Stronge, James H.; Gareis, Christopher R.
Availability: Eye On Education, 6 Depot Way West, Larchmont, NY 10538 ($49.95). Tel: 914-833-0551; Fax: 914-833-0761; Web site: http://www.eyeoneducation.com.
Publication Date: 2002
ISBN: BN- 1-930556-32-2;
Language: English
Document Type: Book (010); Guides--Non-classroom (055); Non-print media (100)
Journal Announcement: RIEAPR2003
Abstract: A teacher portfolio--a collection of information about a teacher's practice--gives teachers a voice in selecting, presenting, and interpreting the work they do. Although portfolios can be used for a variety of purposes and for teachers at any developmental stage, this book focuses on their use by practicing teachers for the purposes of evaluation and professional development. Chapter 1, "Handbook on Teacher Portfolios: An Introduction," defines "portfolio" and explains what it has to offer the professional educator and how it can be used. Chapter 2, "Developing a Teacher Portfolio," offers guidance on how to structure and develop an effective portfolio. Chapter 3, "Putting Portfolios into Action," provides a broader perspective on what to consider in the implementation of portfolios. Chapter 4, "Teacher Portfolios and Teacher Evaluation," and chapter 5, "Teacher Portfolios and Professional Development," explore the two main uses of portfolios. Chapter 6, "The Role of Portfolios for the Teaching Profession," summarizes what the education community has learned about portfolios and projects what direction portfolios will take. Each chapter contains charts, tables, and references. Ten appendices contain tools for structuring, organizing, and implementing portfolios. Text, figures, and templates are included in a companion CD-ROM. (WFA)
Descriptors: Elementary Secondary Education; *Evaluation Methods; *Faculty Development; Personnel Evaluation; *Portfolios (Background Materials); Teacher Competencies; *Teacher Evaluation
Geographic Source: U.S.; New York



ED468254   SP041014
The Relationship between Measures of Teacher Quality and Student Achievement: The Case of Vaughn Elementary.
Author: Gallagher, H. Alix
Availability: Peter Lang Publishing, Inc., 275 Seventh Avenue, 28th Floor, New York, NY 10001 ($29.95). Tel: 800-770-LANG (Toll-Free); Fax: 212-647-7707.
Sponsoring Agency: National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. (EDD00114)@; Wisconsin Center for Education Research, Madison. (BBB20214)@; Consortium for Policy Research in Education. (BBB36718)
Publication Date: April 2002
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIEAPR2003
Abstract: This paper reports on a study of the relationship between teacher evaluation scores in a school implementing knowledge- and skills-based pay and classroom student achievement. The study occurred in a California charter elementary school that was 100 percent Title I, 100 percent free/reduced lunch, and had predominantly limited English speaking students. The school had historically low achievement, and for 4 years, it had been implementing a performance evaluation and pay plan under which teachers were evaluated, rated, and paid accordingly. For the study, data were collected on 34 teachers and all of their students for whom 2 years of achievement data were available. Researchers estimated classroom effects, analyzed their relationship to teacher evaluation scores, and examined teacher evaluation scores as level 2 explanatory variables in hierarchical linear models of student achievement. Results indicated that there was a clear difference in the strength of the relationship between teacher evaluation scores and classroom achievement in reading compared with mathematics or language arts. An appendix presents descriptive statistics. (Contains 37 bibliographic references.) (SM)
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).
Contract Number: OERI-R308A60003
Geographic Source: U.S.; Wisconsin



ED466705   SP040961
Supervision in Restructured Alberta: Policy Learning, Shifting Images and Professional Growth.
Author: Brandon, Jim
Availability: For full text: http://www.nasulgc.org/publications/publications.asp.
Publication Date: April 03, 2002
Language: English
Document Type: Information Analysis (070); Reports--Descriptive (141); Speeches/meeting papers (150)
Journal Announcement: RIEFEB2003
Descriptors: Educational Change; *Educational Policy; Elementary Secondary Education; Faculty Development; Foreign Countries; Higher Education; *Teacher Evaluation; Teacher Improvement; *Teacher Supervision
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).
Geographic Source: Canada; Alberta



ED465737   SP040889
Altering the Evaluation Process of Interscholastic Coaches Based on Alternative Classroom Teacher Appraisal Methods.
Author: McFarland, Allison J.
Availability: Advocates for Youth, 1025 Vermont Avenue, N.W., Suite 200, Washington, DC 20005. Tel: 202-347-5700; Fax: 202-347-2263; e-mail: info@advocatesforyouth.org; Web site: http://www.advocatesforyouth.org.
Publication Date: July 2001
Language: English
Document Type: Reports--Descriptive (141)
Journal Announcement: RIEDEC2002
Abstract: Regardless of whose primary responsibility it is to direct the activities of a school's athletic department, if there is trouble, it becomes the responsibility of the school administrator. Many problems emanating from the coaching staff can be avoided or minimized by utilizing current educational philosophies used for classroom teacher appraisal. Like classroom teachers, coaches must set goals, maintain the team, handle conflict, and teach skills. A coach's job, although more visible than that of a classroom teacher, is fundamentally that of a teacher. Based on this premise, application of educational research regarding supervision and evaluation of the classroom teacher makes a natural crossover to the athletic field. In its process, evaluating a coach should be no different than evaluating a classroom teacher. From a practical perspective, the processes used to evaluate a coach may prove to be more crucial than those used with contracted teachers. While administrators may not be familiar with all the intricacies of the sport of wrestling, for example, their knowledge of educational leadership and curriculum supervision can provide a strong foundation upon which to build a relationship with the coaches. (Contains 20 references.) (SM)
Descriptors: *Alternative Assessment; *Athletic Coaches; Educational Research; Evaluation Methods; *Extramural Athletics; High Schools; Principals; *Teacher Evaluation;
Geographic Source: U.S.; Michigan



ED465736   SP040888
360-Degree Feedback: Should This Corporate Assessment Tool Be Used in Interscholastic Sport?
Author: McFarland, Allison J.
Availability: Advocates for Youth, 1025 Vermont Avenue, N.W., Suite 200, Washington, DC 20005. Tel: 202-347-5700; Fax: 202-347-2263; e-mail: info@advocatesforyouth.org; Web site: http://www.advocatesforyouth.org.
Publication Date: 2001
Language: English
Document Type: Reports--Descriptive (141)
Journal Announcement: RIEDEC2002
Abstract: Many corporations use the 360-degree feedback process to evaluate colleagues. This feedback process attempts to improve organizational performance by increasing the range of data included in employee appraisal. If well executed, it can accurately assess performance in strategically important competencies, establish accountability for documented outcomes, and foster employee development. As the 360-degree feedback process becomes more common, organizations adopting it have chosen different methods of using feedback data. Data suggest that multirater systems are used most frequently in the corporate environment to enhance personal development and growth. For athletic departments whose structure and philosophy are consistent with the purpose of a 360-degree multirater system, 13 guidelines are important (e.g., 360-degree feedback systems should be part of the district's strategic effort, the ideal way to put this system in place is to start from the top down, utilize feedback carefully, and make mentoring an essential component of the process). Whether an athletic department is an appropriate fit for a multirater appraisal system can be determined through open communication and discussion regarding the district/school environment, including the amount of bureaucratic control, level of collegiality among coaches and administrators, and task interdependence needed to achieve organizational goals and objectives. (Contains 15 references.) (SM)
Descriptors: Elementary Secondary Education; Evaluation Methods; *Feedback; Higher Education; Performance Based Assessment; *Physical Education Teachers; *Teacher Evaluation
Identifiers: *360 Degree Feedback
Geographic Source: U.S.; Michigan



ED464926   TM033856
In Search of Soundness in Teacher Testing: Beyond Political Validity.
Author: Miles, Carol A.; Lee, Curtis
Availability: Tennessee Valley Educators for Excellence, P.O. Box 2882, Muscle Shoals, AL 35662 ($12.50).
Publication Date: April 2002
Language: English
Document Type: Information Analysis (070); Speeches/meeting papers (150)
Journal Announcement: RIENOV2002
Abstract: When the drive to develop and administer tests comes from a public call for accountability in a profession, from the government's response to this call, or from politicians attempting to identify a hot issue, it may be said that the test must first have political validity in order to be implemented. Only after this political validity has been achieved, will the real psychometric properties of the test be valued. In addition to introducing the concept of political validity, this paper addresses challenges presented by the traditional psychometric validity concerns surrounding paper-and-pencil tests aimed to measure teacher competencies. This is followed by a review of types of performance-based measures that have been introduced to address validity problems and the psychometric considerations inherent in these tests. Among the tests discussed are the teacher testing program in Massachusetts and teacher assessment as implemented in Ontario, Canada. The review of these and other teacher testing programs suggests that current standardized teacher tests leave much to be desired when it comes to evidence of psychometric validity. The paper concludes that, in spite of psychometric validity, political validity is what is primary in determining a test's public acceptance. (Contains 69 references.) (SLD)
Descriptors: Elementary Secondary Education; Foreign Countries; *Political Influences; *Psychometrics; State Programs; *Teacher Evaluation; *Teachers; *Test Use; Testing Programs; *Validity;
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).
Geographic Source: Canada; Ontario



ED464916   TM033846
Perceptions of Teacher Evaluation Systems and Their Impact on School Improvement, Professional Development and Student Learning.
Author: Colby, Susan A.; Bradshaw, Lynn K.; Joyner, Randy L.
Availability: Tennessee Valley Educators for Excellence, P.O. Box 2882, Muscle Shoals, AL 35662 ($12.50).
Publication Date: April 04, 2002
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIENOV2002
Abstract: A study was conducted to determine whether teachers in districts using state-mandated (traditional) teacher evaluation systems or educators in districts using locally developed alternative teacher evaluation systems perceived teacher evaluation as having a stronger positive impact on school improvement, professional development, and student learning. Data were obtained from 21 school districts through the Teacher Evaluation Profile (TEP) (R. Stiggans and D. Duke, 1988). TEP responses were received from 4,092 teachers. Qualitative data were gathered from interviews with the personnel director in each district. Locally developed alternative teacher evaluation systems were perceived as having stronger impacts on school improvement, professional development, and student learning than state-mandated evaluation systems. Findings also indicate that locally developed evaluation systems were better able to support district school reform initiatives, guide professional development, and use student learning as a focus for teacher evaluation. Implications for practice are discussed. An appendix contains three tables of study data. (Contains 19 references.) (SLD)
Descriptors: Academic Achievement; Administrators; *Attitudes; *Educational Improvement; Elementary Secondary Education; *Faculty Development; *Learning; Local Issues; School Districts; State Programs; *Teacher Evaluation; *Teachers
Identifiers: *Local Control
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).
Geographic Source: U.S.; North Carolina



ED464915   TM033845
Teacher Evaluation: A Review of the Literature.
Author: Colby, Susan A.; Bradshaw, Lynn K.; Joyner, Randy L.
Availability: Tennessee Valley Educators for Excellence, P.O. Box 2882, Muscle Shoals, AL 35662 ($12.50).
Publication Date: April 01, 2002
Language: English
Document Type: Information Analysis (070); Speeches/meeting papers (150)
Journal Announcement: RIENOV2002
Abstract: The teacher evaluation literature was reviewed to discover insights to further the understanding of teacher evaluation. Information was gathered from a review of the empirical research and theoretical literature related to teacher evaluation through more than 30 ERIC searches. A matrix was developed to summarize the findings from each research study and theoretical article or book. Findings were coded by topic, and the topics were grouped by general theme. Findings were categorized into five criteria that can be used to determine the effectiveness of a teacher evaluation system. These criteria are: (1) purposes for evaluation match the methods or procedures; (2) district commitment is evident in sound policies and practices and appropriate allocation of time and resources; (3) teacher evaluation is tightly connected to district priorities and school functions; (4) educational leaders play a strong, positive role in evaluation; and (5) the evaluation environment is supportive of ongoing professional learning. These criteria served as a foundation for effective teacher evaluation beginning in the 1980s and can serve as a framework for guiding research and educator efforts to strengthen teacher evaluation. An appendix compares research-based criteria with expert guidelines. (Contains 102 references.) (SLD)
Descriptors: *Criteria; Elementary Secondary Education; *Evaluation Methods; Higher Education; Literature Reviews; Program Effectiveness; *Teacher Evaluation
Identifiers: ERIC
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).
Geographic Source: U.S.; North Carolina



ED464772   RC023472
Rural Teachers in Project Launch.
Author: Harris, Mary M.; Holdman, Linda; Clark, Robin E.; Harris, T. Robert
Availability: Australian Clearinghouse for Youth Studies, GPO Box 252-64, Hobart, Tasmania 7001, Australia ($22 Australian for Australia or New Zealand; other countries, e-mail ACYS@educ.utas.edu.au for price).
Publication Date: October 2001
Language: English
Document Type: Reports--Evaluative (142); Speeches/meeting papers (150)
Journal Announcement: RIENOV2002
Abstract: Begun in 1996, Project Launch uses individual mentoring and day-long conferences to support new teachers in participating school districts in a 13-county area of North Dakota. First-year full-time teachers meet weekly with their assigned mentors to address immediate concerns and develop a teacher action plan. All participants gather for 4 days of large and small group programming covering needs identified by participants. In its first 4 years, the program was completed by 104 new teachers, including 72 in the Bismarck area, 7 in reservation or other American Indian schools, and 25 in small rural schools. Following a review of the literature on induction and retention of rural teachers, this paper examines the success of Project Launch for rural teachers, as compared to urban teachers. Data available for each participant included an individualized three-goal action plan developed with the mentor teacher, and a self-evaluation and mentor evaluation of first-year performance relative to the Project Launch framework for teaching. Profiles of participants' teaching strengths and teacher persistence were also considered. Rural participants differed significantly from urban participants in having lower self-perceived accomplishment of action plan goals, although their goals tended to be less specific. Rural participants were significantly more likely to move from their first positions after 1 year, but their attrition in later years was not significantly different from that of urban participants. Ways to structure induction programs more effectively for rural participants are proposed. (Contains 22 references.) (SV)
Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Secondary Education; *Mentors; Program Effectiveness; Rural Schools; *Rural Urban Differences; *Teacher Evaluation; Teacher Persistence; Urban Schools
Identifiers: *North Dakota
Descriptive Terms: Paper presented at the Research Form of the National Rural Education Association (93rd, Albuquerque, NM, October 24-27, 2001).
Geographic Source: U.S.; Texas



ED463295   TM033721
Evaluation of a Teacher Mentoring Program Using a Mixed Methods Approach.
Author: Trenta, Louis; Newman, Isadore; Newman, Carole; Salzman, James; Lenigan, David; Newman, David
Availability: For full text: http://www.uncc.edu/aap/aatir/pdffolder/manuscripts/ ncme2002.pdf.
Publication Date: February 28, 2002
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIESEP2002
Abstract: This paper reports on an evaluation of a unique 3-year program designed to support new teachers in a school district. The emphasis in the evaluation was on the participation of the multiple stakeholders in the evaluation process, which was endorsed by the teachers union, school district administrators, and entry-year teachers. The people who are the intended focus of the Teacher Evaluation Program (TEP) are referred to as interns. Interns are assisted by consulting teachers who are experienced teachers assigned to orient, help, and evaluate the interns. Consulting teachers receive specific guidelines and must complete reports at given times in the TEP process. The case study began with a six-person focus group to discuss the TEP program. A quantitative and qualitative questionnaire was developed and revised, and then sent to approximately 200 participants. Responses from all stakeholders supported the mentor-evaluation program. Some stakeholders were more positive than others, but everyone believed the program worked. There was a high degree of comfort in having the same consulting teacher serve in both mentor and evaluator roles. Participants thought that the TEP should not be applied to all participants in the same way; experienced teachers newly hired should not receive the same focus as novice teachers. Participants also objected to the amount of record keeping required. (Contains 15 references.) (SLD)
Descriptors: Beginning Teacher Induction; *Beginning Teachers; Case Studies; Elementary Secondary Education; *Evaluation Methods; Focus Groups; *Mentors; Program Evaluation; *Teacher Evaluation; Teaching Experience
Identifiers: Mixed Method Evaluation; *Stakeholders
Descriptive Terms: Paper prepared for the Annual Meeting of the Eastern Educational Research Association (25th, Sarasota, FL, February 27-March 2, 2002).
Geographic Source: U.S.; Ohio



ED462112   JC020180
Recommendations to the Virginia Community College System Concerning the Role of Virginia's Community Colleges in PK-12 Teacher Preparation.
Institutional Author: Virginia Community Coll. System, Richmond.(BBB36829)
Availability: For full text: http://www.sheridanc.on.ca/acadserv/CCGErep.pdf.
Publication Date: May 15, 2000
Language: English
Document Type: Reports--Descriptive (141)
Journal Announcement: RIEAUG2002
Descriptors: *College Role; *Community Colleges; *Curriculum Development; Educational Assessment; Educational Objectives; Elementary Secondary Education; *Faculty Development; Labor Force Development; Partnerships in Education; Program Implementation; *Teacher Evaluation; Two Year Colleges
Identifiers: *Virginia Community College System
Descriptive Terms: "A Report from the VCCS PK-12 Teacher Preparation Task Force."
Geographic Source: U.S.; Virginia



ED461626   SP038041
Standards for Teacher Educators.
Institutional Author: Association of Teacher Educators, Reston, VA.(BBB04773)
Availability: Association of Teacher Educators, 1900 Association Drive, Suite ATE, Reston, VA 20191-1502. Tel: 703-620-3110; Fax: 703-620-9530; e-mail: ATE1@aol.com. ($10 for the three related publications).
Publication Date: February 1996
Language: English
Document Type: Legal/Legislative/Regulatory materials (090)
Journal Announcement: RIEJUL2002
Descriptors: Educational Improvement; Educational Quality; Elementary Secondary Education; Evaluation Methods; Higher Education; Portfolio Assessment; *Preservice Teacher Education; Reflective Teaching; Standard Setting; *Standards; Teacher Attitudes; Teacher Collaboration; *Teacher Competencies; *Teacher Educators; *Teacher Evaluation; Teacher Researchers;
Descriptive Terms: For related documents on teacher educator standards, see SP 038 042 and 043.
Geographic Source: U.S.; Virginia



ED460164   TM033639
Meeting the Challenges to Urban School Reform: Assessment Portfolios for Teachers' Professional Development.
Author: Hambrick-Dixon, Priscilla J.
Availability: Policy Information Center, Mailstop 04-R, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001 ($10.50 prepaid). Tel: 609-734-5694; e-mail: pic@ets.org; Web site: http://www.ets.org. For full text: http://www.ets.org/research/pic.
Publication Date: April 23, 1999
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIEMAY2002
Descriptors: Educational Assessment; *Educational Change; Elementary Secondary Education; Performance Based Assessment; *Portfolio Assessment; Portfolios (Background Materials); *Professional Development; Standards; State Programs; *Student Evaluation; *Teacher Evaluation; Teachers; Urban Education;
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).
Geographic Source: U.S.; New York



ED460075   SP040249
Teacher Evaluation and Student Achievement. Student Assessment Series.
Author: Stronge, James H.; Tucker, Pamela D.
Institutional Author: National Education Association, Washington, DC.(FGK56700)
Availability: NEA Professional Library, Distribution Center, P.O. Box 2035, Annapolis Junction, MD 20701-2035. Tel: 800-229-4200 (Toll Free).
Publication Date: 2000
ISBN: BN- 0-8106-2073-1;
Language: English
Document Type: Reports--Evaluative (142)
Journal Announcement: RIEMAY2002
Descriptors: *Academic Achievement; *Accountability; Elementary Secondary Education; Evaluation Methods; Learning; State Standards; Teacher Competencies; Teacher Effectiveness; *Teacher Evaluation
Identifiers: Colorado; Oregon; Tennessee; Texas
Geographic Source: U.S.; District of Columbia



ED457592   EA031348
Linking School Goals and Learning Standards to Teacher Evaluation and Compensation.
Author: Mathis, William J.
Availability: EDRS Price MF01/PC01 Plus Postage.
Publication Date: March 2001
Language: English
Pages: 12
Document Type: Reports--Evaluative (142); Speeches/meeting papers (150)
Journal Announcement: RIEMAR2002
Abstract: It is possible to tie teacher compensation to professional growth, without reference to standardized test scores. Tying pay to students' achievement scores does not account for the different levels of students, and teacher testing does not separate good teachers from bad. In Rutland Northeast, Vermont, each school has its own locally elected school board with complete budget and personnel authority. The cultural climate of Vermont discourages the confrontational and formalized processes often seen in other settings. However, putting the details into contract language acceptable to all took 4 years and required leadership maturity, tenacity, and continuity. The salary matrix remained in a traditional format with salary steps granted for years of service and graduate credits or degrees. What has changed is the new option of presenting an annual plan for professional growth and a portfolio, with evaluations and observations, for approval to move from column to column in the salary schedule. Indications of professional growth can include enrichment, workshops, national certification, and curriculum improvement. Using this method is a choice, but one cannot afterward change back to the old system. In the first year of implementation, about 6 percent of teachers submitted portfolios to qualify under the new system. In successful programs, salary advancement is not limited to the few, professional development is broadly defined, and curricular and instructional leadership is rewarded. Also, sufficient development and implementation is needed, perhaps 4 or 5 years. The maturity and capability of teachers, principals, and boards is essential. A plan should fit the context, history, and traditions of the schools. (AUTHOR/RKJ)
Descriptors: Elementary Secondary Education; *Merit Pay; *Professional Development; *Teacher Evaluation; *Teacher Salaries; *Wages
Identifiers: *Vermont
Descriptive Terms: Paper presented at the Annual Meeting of the American Education Finance Association (26th, Cincinnati, OH, March 22-24, 2001).
Geographic Source: U.S.; Vermont



ED453273   TM032810
Developing a Technology Infrastructure To Support a High-Stakes Teacher Performance Assessment Program.
Author: Muenzen, Patricia M.
Availability: EDRS Price MF01/PC01 Plus Postage.
Publication Date: April 11, 2001
Language: English
Pages: 25
Document Type: Reports--Descriptive (141); Speeches/meeting papers (150)
Journal Announcement: RIEOCT2001
Abstract: AB- This paper describes the Beginning Educator Support and Training (BEST) program in Connecticut. In 1999, Connecticut became the first state in the United States to implement mandatory portfolio assessment as a component of its teacher certification program. The BEST program itself has been part of the state's educational reform initiatives for more than a decade. It is a 3-year induction process that includes support, in the form of mentoring from an experienced teacher and attendance at professional development seminars, and assessment through the subject-specific portfolio. Teachers in 10 subject areas are required to submit portfolios during their second year of teaching. The Connecticut Educator Database (Conn
Descriptors: Beginning Teacher Induction; *Beginning Teachers; Databases; Educational Change; Elementary Secondary Education; *High Stakes Tests; Mentors; *Portfolio Assessment; Professional Development; Program Descriptions; *Teacher Evaluation; *Test Construction
Identifiers: Beginning Educator Support and Training Prog CT; Connecticut
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).
Geographic Source: U.S.; New York



ED453255   TM032792
Self Evaluation and Peer Observation of Early Career Teachers in a Standards-Based Context: Preliminary Results.
Author: Hansen, Joe B.; Schalock, Mark D.; McConney, Andrew; Rudd, Andy
Availability: EDRS Price MF01/PC01 Plus Postage.
Publication Date: April 14, 2001
Language: English
Pages: 23
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIEOCT2001
Abstract: This study examined the relationships between teachers' self-assessment and their ratings by master teachers on key dimensions of proficiency as defined by Oregon's Continuing Teaching Licensure (CTL) requirements, and it explored differences between teacher behaviors and practices as a function of their teacher preparation programs. It also examined the properties of the observation instrument used in the study for the purpose of improving that instrument for possible use as a teacher assessment tool for the CTL process. The observation form, A Profile of Teaching in a Standards-Based Classroom, contains an observation section and a teacher rating form. Twelve master teachers with experience in teaching in Oregon received training in the use of the form and then observed sixty-five first-year, kindergarten through grade 5 teachers. This preliminary study, although far from conclusive, provided a considerable amount of useful information for refining the observation guide. Results show that teacher preparation institutions do have an effect on specific observable teacher practices in a standards-based framework. Data also suggest that higher levels of continuing professional development can lead to observable differences in teacher practices. The limited results obtained so far show promise for developing observation tools that are sensitive to identifying differences in teachers' practices and their preparation. (Contains 6 figures and 9 tables.) (SLD)
Descriptors: *Academic Standards; *Beginning Teachers; Behavior Patterns; Elementary Education; *Observation; *Peer Evaluation; *Self Evaluation (Individuals); *Teacher Evaluation; Teaching Methods
Identifiers: *Oregon
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).
Geographic Source: U.S.; Oregon



ED452183   SP039922
Teacher Peer Assistance and Review: A Practical Guide for Teachers and Administrators.
Author: Anderson, Lorin W.; Pellicer, Leonard O.
Availability: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (hardbound: ISBN-0-7619-7693-0, $61.95; paperbound: ISBN-0-7619-7694-9, $27.95). Tel: 800-818-7243 (Toll Free); Fax: 800-4-1-SCHOOL (Toll Free); E-mail: order@corwinpress.com; Web site: http://www.corwinpress.com.
Publication Date: January 2001
ISBN: 0-7619-7694-9
Language: English
Pages: 193
Document Type: Book (010); Guides--Non-classroom (055)
Journal Announcement: RIESEP2001
Abstract: This book provides educators and administrators with the knowledge and skills needed to engage in peer assistance and review within the context of teacher evaluation, describing how to develop and implement an effective teacher peer assistance and review program. The book offers the following: components of successful peer assistance and review programs; 10 essential questions to ask before beginning; criteria, standards, and data; key players and their roles, relationships, and responsibilities; reporting and using the results; and best practices from accomplished programs. A collection of resources includes: relevant Web sites; sample rubrics; sample job description and application form for consulting teachers; sample request for assistance and recommendation for intervention; sample standards from the National Board for Professional Teaching Standards; and a sample educational policy trust agreement. (Contains 34 references.) (SM)
Descriptors: Elementary Secondary Education; Evaluation Methods; Faculty Development; *Peer Evaluation; Peer Relationship; *Teacher Evaluation; Teacher Improvement; Teacher Role
Target Audience: Administrators; Practitioners; Teachers
Geographic Source: U.S.; California



ED450071   SP039578
Teacher Testing: A Symptom.
Author: Shaker, Paul
Availability: EDRS Price MF01/PC01 Plus Postage.
Publication Date: 2000
Language: English
Pages: 25
Document Type: Opinion papers (120)
Journal Announcement: RIEJUL2001
Abstract: Current teacher testing is a symptom of what is wrong with American public education, rooted in invalid generalizations of method from one discipline to another. America's top educational policymakers are rarely educators, instead tending to be political leaders. The Interstate New Teacher Assessment and Support Consortium (INTASC) has produced a useful expression of model core standards for licensing teachers. Prototype classroom performance assessments and the INTASC Test of Teaching Knowledge are also being developed. Examining the 10 principles, and their subcategories of knowledge, dispositions, and performances, demonstrates how elusive teaching professional qualities are when attempting to reduce them to standardized testing. Nonetheless, political decisionmakers argue that standardized tests are what is available and economical today in teacher testing (making the assumption that questionable testing is better than no testing). Policymakers give little attention to the predictive validity of standardized instruments. The National Board for Professional Teaching Standards has adopted performance assessment, which is considered fair and accurate, as its methodology. Though pragmatic responses to social problems have characterized American democracy, they are missing in teacher education. Pragmatism competes with lesser dispositions associated with denial, prejudice, and false optimism in the realm of teacher supply and quality. (Contains 20 references.) (SM)
Descriptors: Educational Policy; Elementary Secondary Education; Evaluation Methods; Knowledge Base for Teaching; Performance Based Assessment; Politics of Education; Public Education; Standardized Tests; State Standards; *Teacher Certification; *Teacher Evaluation; *Teacher Qualifications; Teaching Skills
Identifiers: Pragmatism; Teacher Knowledge
Geographic Source: U.S.; California



ED449219   TM032364
Appraisal of Teachers: Who Appraises Whom and Does It Matter?
Author: Chow, Alan Ping-yan; Wong, Edwin King-por; Yeung, Alexander Sheesing; Mo, Kim Wan
Availability: EDRS Price MF01/PC01 Plus Postage.
Publication Date: January 2001
Language: English
Pages: 18
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIEJUN2001
Abstract: Elementary school teachers in Hong Kong (n=527) responded to survey items about formative outcomes, summative outcomes, perceived purposes of appraisal, overall effectiveness of appraisal, and summative purposes such as promotion and dismissal of staff. Principal components analysis and confirmatory analysis yielded the two a priori outcome factors, each of which was significantly correlated with perceived overall effectiveness of appraisal. When analyzed separately, analysis of variance found that senior teachers appraised by the school principal (SP group) had a stronger sense of the formative purpose of appraisal than teachers appraised by senior staff (TS group), while the TS group had the weakest sense of the promotion purposes. Teachers appraised by the principal (TP group) had a strong perception of the dismissal purpose than the TS group. The TS group was more favorable toward the competence of their appraisers than the TP group. Although the three groups did not differ in their perceptions of formative outcomes, summative outcomes, or the overall effectiveness of teacher appraisal, the appraiser-appraisee combination did make a significant difference in teacher perceptions of the purposes and appropriateness of the appraisal. An appendix contains a list of the survey items. (Contains 2 figures, 3 tables, and 33 references.) (Author/SLD)
Descriptors: Elementary Education; *Elementary School Teachers; Factor Analysis; Foreign Countries; Formative Evaluation; *Principals; Summative Evaluation; Teacher Administrator Relationship; Teacher Attitudes; *Teacher Evaluation
Identifiers: Hong Kong
Descriptive Terms: Paper presented at the International Congress for School Effectiveness and Improvement (14th, Toronto, Ontario, Canada, January 5-9, 2001).
Geographic Source: Hong Kong



ED448152   SP039681
The Validity of National Board for Professional Teaching Standards (NBPTS)/Interstate New Teacher Assessment and Support Consortium (INTASC) Assessments for Effective Urban Teachers: Findings and Implications for Assessments.
Author: Ladson-Billings, Gloria; Darling-Hammond, Linda
Institutional Author: National Partnership for Excellence and Accountability in Teaching, Washington, DC.(BBB35641)
Availability: For full text:: http://www.ericsp.org/digests/NBPTSValidity.htm.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Publication Date: May 2000
Language: English
Pages: 16
Document Type: Information Analysis (070); Reports--Evaluative (142); Reports--Research (143)
Journal Announcement: RIEMAY2001
Abstract: This paper examines the practice of successful urban teachers, exploring the validity of National Board for Professional Teaching Standards (NBPTS) and Interstate New Teacher Assessment and Support Consortium (INTASC) urban teacher assessments. Results from a literature review and empirical evidence indicate that successful teaching occurs when teachers and students share background and cultural experiences. Teachers who understand students' cultural attributes more readily link classroom content with student experience. Successful teachers emphasize the whole child and know their students' cultural norms. Culturally relevant teachers make demands for academic success for all students rather than making assumptions about at-risk students. They work deliberately to blur the borders between themselves and their students and help students develop counter knowledge that challenges the status quo. The NBPTS adopted a model of assessment that includes both portfolio and assessment center exercises. Currently, characteristics outlined in this paper are not well represented in NBPTS Early Adolescent/English Language Arts assessment. NBPTS assessments have been found to have an adverse impact with respect to race. In the case of INTASC, the use of assessment is quite limited, and the number of urban teachers taking the assessment has not been made available to researchers. (Contains 29 references.) (SM)
Descriptors: Beginning Teachers; Cultural Awareness; Cultural Differences; *Culturally Relevant Education; Diversity (Student); Elementary Secondary Education; *National Standards; Portfolio Assessment; Teacher Attitudes; *Teacher Evaluation; Teacher Student Relationship; Test Bias; *Test Validity; *Urban Teaching
Identifiers: Interstate New Teacher Assess and Support Consort; National Board for Professional Teaching Standards
Contract Number: RD97124001
Geographic Source: U.S.; District of Columbia



ED447205   TM032113
Reformed Teaching Observation Protocol (RTOP) Reference Manual. Technical Report.
Author: Piburn, Michael; Sawada, Daiyo
Institutional Author: Arizona State Univ., Tempe. Arizona Collaborative for Excellence in the Preparation of Teachers.(BBB36315)
Availability: EDRS Price MF01/PC02 Plus Postage.
Sponsoring Agency: National Science Foundation, Arlington, VA. (BBB32538)
Publication Date: September 2000
Report Number: ACEPT-TR-IN00-32
Language: English
Pages: 44
Document Type: Guides--Non-classroom (055); Test/questionnaires (160)
Journal Announcement: RIEAPR2001
Abstract: The Reformed Teaching Observation Protocol (RTOP) was created by the Evaluation Group of the Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) as an observational instrument designed to measure "reformed" teaching. This document is a guide to its use. The theoretical concepts that guided the development of the instrument are presented, as are reliability and validity information. In addition, the results of an exploratory factor analysis of the RTOP are presented. The RTOP, developed in 1998 and 1999, was used on all courses in the Fall 1999 evaluation of the ACEPT program. Results show that the RTOP is highly worthwhile in the study of mathematics and science classrooms in middle and high schools, colleges, and universities. With appropriate training, it is possible to achieve very high interrater reliability with the instrument. RTOP scores predict student learning in mathematics and science classrooms at all levels. Analysis of the RTOP suggests that it is largely a uni-factorial instrument that taps a single construct of inquiry. A finer-scale analysis lends new meaning to the phrases "pedagogical content knowledge: and "community of learners." The instrument seems to be able to measure what it purports to measure, reformed teaching. An appendix contains the RTOP. (Contains 17 references.) (SLD)
Descriptors: *Classroom Observation Techniques; *Educational Change; Elementary Secondary Education; Measures (Individuals); Reliability; *Teacher Evaluation; *Teaching Methods
Identifiers: Arizona; *Reform Efforts
Descriptive Terms: With Jeff Turley, Kathleen Falconer, Russell Benford, Irene Bloom, and Eugene Judson.
Contract Number: 9453610
Geographic Source: U.S.; Arizona



ED447088   SP039564
A Comparative Analysis of Teacher Peer Review Programs in Four Urban Districts: Professional Unionism in Action.
Author: Kelly, Philip P.
Availability: EDRS Price MF01/PC02 Plus Postage.
Publication Date: April 17, 1998
Language: English
Pages: 41
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIEAPR2001
Abstract: This paper examines the development and implementation of peer-review-based teacher evaluation programs representing the vanguard of a paradigmatic shift occurring within teachers unions. It explores how teachers and their local unions reconcile competing criteria for legitimacy within the institutions of teacher unionism and professionalism by examining the phenomenon of union-sponsored teacher peer review programs. This case study involved examining documentary artifacts for such programs nationwide and conducting site visits and interviews in four districts. Interviews involved superintendents' office representatives, union presidents, school board members, peer evaluators, and evaluated teachers. Teachers completed group interviews. Teacher peer review programs offered unions an avenue for successfully reconciling the competing criteria for legitimacy, though program implementation did not guarantee successful reconciliation. There were strong supporters of peer review in each district, with strong critics less evenly distributed. All four programs contributed to the betterment of overall teacher quality, though these contributions were not sufficient to meet the professional criterion for quality. To do so, unions needed to take collective responsibility for self- regulated quality control of their members. Three of the unions accepted the requisite responsibility, with varying levels of effectiveness and program quality. Policy recommendations are included. (Contains 11 references.) (SM)
Descriptors: Administrator Attitudes; Consultants; Elementary Secondary Education; Evaluation Methods; Legal Problems; *Peer Evaluation; Public Schools; *Quality Control; Teacher Attitudes; *Teacher Evaluation; Teachers; *Unions; Urban Schools
Identifiers: Professionalism; Professionalization of Teaching
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).
Geographic Source: U.S.; Idaho



ED446099   TM031840
Teacher Evaluation To Enhance Professional Practice.
Author: Danielson, Charlotte; McGreal, Thomas L.
Institutional Author: Educational Testing Service, Princeton, NJ.(QAT24225); Association for Supervision and Curriculum Development, Alexandria, VA.(BBB30657)
Availability: Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714 ($20.95, members; $24.95, nonmembers). Tel: 703-578-9600; Tel: 800-933-ASCD (toll free); Fax: 703-575-5400; Web site: http://www.ascd.org.
Publication Date: 2000
ISBN: 0-87120-380-4
Language: English
Pages: 168
Document Type: Book (010); Guides--Non-classroom (055)
Journal Announcement: RIEMAR2001
Abstract: This book shows how a school district's local teacher evaluation committee can design evaluation systems in which educators can achieve the dual purposes of accountability and professional development and even merge these purposes. A structural framework for designing the evaluation is proposed that locates teachers in one of three tracks: the beginning teacher program, the professional development track, and the teacher assistance track. The chapters are: (1) "A Flawed System"; (2) "The Once and Present Context for Teacher Evaluation: Important Lessons"; (3) "A Blueprint for Teacher Evaluation"; (4) "The Evaluative Criteria, or the 'What'"; (5) "Sources of Information"; (6) "Evaluation Procedures, or the 'How'"; (7) "The Design Process"; (8) "Track I--The Beginning Teacher Program"; (9) "Track II--The Professional Development Track"; (10) "Track III--The Teacher Assistance Track. An epilogue stresses the importance of professional collaboration in evaluation. Two appendixes contain case studies of teacher evaluation in two school districts. (Contains 48 figures, 21 references, and an index.) (SLD)
Descriptors: *Accountability; Beginning Teachers; Elementary Secondary Education; *Evaluation Methods; *Faculty Development; School Districts; *Teacher Evaluation
Target Audience: Administrators; Policymakers; Practitioners
Geographic Source: U.S.; Virginia



ED446084   SP039524
Meaningful Evaluation of Teachers and Teacher Education Programs. Position Paper.
Author: Bain, Alan
Availability: EDRS Price MF01/PC01 Plus Postage.
Publication Date: November 02, 1999
Language: English
Pages: 23
Document Type: Opinion papers (120)
Journal Announcement: RIEMAR2001
Abstract: This paper discusses a design methodology that would allow schools and colleges to identify the salient and tangible practices and processes that they will use to define their programs, explaining how to make a powerful technology of evaluation part of the design. The paper emphasizes the need to bring greater clarity to the core competencies and expected outcomes of programs in order to make evaluation purposeful. Five key steps are presented, using examples derived from a longitudinal school reform project: (1) establish the pedagogical and curricular core competency of the school or teacher education program; (2) build a curriculum model around the core competencies; (3) support the model with organizational design, building those structures that support the growth of faculty with the core competency; (4) use technology to enable reform by translating the essential elements of the reforms into practical tools that teachers, students, and parents can use; and (5) employ principles of effective practice to connect the teaching and learning processes. (Contains 5 figures and 18 references.) (SM)
Descriptors: Educational Change; *Educational Technology; Elementary Secondary Education; Higher Education; *Minimum Competencies; Preservice Teacher Education; *Program Evaluation; Teacher Competencies; *Teacher Evaluation; Teachers
Descriptive Terms: Some figures may not reproduce adequately.
Geographic Source: U.S.; New Hampshire



ED446063   SP039495
Teacher Evaluation: The Road to Excellence. Current Findings on Teacher Evaluation Models That Support Professional Growth. Sharing Success.
Author: Egelson, Paula; McColskey, Wendy
Institutional Author: SERVE: SouthEastern Regional Vision for Education.(BBB29603)
Availability: SERVE Publications Department, 1203 Governor's Square Boulevard, Suite 400, Tallahassee, FL 32301; 800-352-6001; Fax: 850-671-6020; Web site: http://www.serve.org ($6).
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Publication Date: 1998
Language: English
Pages: 72
Document Type: Reports--Descriptive (141)
Journal Announcement: RIEMAR2001
Abstract: This publication describes teacher evaluation models that support teacher development. Chapter 1, "The Need to Support Teachers' Professional Growth," discusses the importance of a collegial school environment and where most of the support will occur. Chapter 2, "Types of Teacher Evaluation," describes formative and summative evaluation. Chapter 3, "SERVE's Formative Teacher Evaluation Program," describes SERVE's program, then offers an overview of formative teacher evaluation approaches, commonalities among five formative evaluation approaches, and the kind of differences that formative teacher evaluation approaches can make. Chapter 4, "What Did Educators Have to Say About Participation in Formative Teacher Evaluation Approaches?" discusses why teachers and administrators made the change to formative evaluation, noting characteristics of participating teachers, impact on principals, impact on teachers, impact on students, and barriers and concerns. Four appendixes include: the J.H. Rose High School professional development plan; the Guilford County schools plan; Isaac Dickson Elementary School Alternative Teacher Evaluation Plan; and Edenton-Chowan Schools Alternative Teacher Evaluation Plan. (Contains 9 references.) (SM)
Descriptors: Educational Environment; Elementary Secondary Education; Excellence in Education; *Faculty Development; Formative Evaluation; Principals; Summative Evaluation; Teacher Characteristics; *Teacher Evaluation; *Teacher Improvement
Contract Number: RJ96006701
Geographic Source: U.S.; Florida



ED445121   TM031805
Peer Evaluation and Professional Community in Public Education: A Study of Two School Districts.
Author: Ashbaugh, John B.
Availability: EDRS Price MF01/PC02 Plus Postage.
Publication Date: July 20, 2000
Language: English
Pages: 42
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIEFEB2001
Abstract: This paper reports preliminary results from a survey of teachers and administrators within a sample of schools in 2 school districts in which peer evaluation programs have been in use for more than 10 years. Columbus, Ohio, is a large urban district whose 5,000 teachers are represented by an affiliate of the National Education Association. Poway, California, is a medium-sized suburban district whose 1,600 teachers are represented by an affiliate of the American Federation of Teachers. The study examines the perceived success of these evaluation models in improving teacher quality, encouraging professional development and growth, and assessing the relative performance of teachers fairly. In addition, the survey examines how educators in the two districts perceived their influence on a variety of school decision-making areas. Responses were received from 310 teachers, an overall return rate of 23.6%. These data were then compared with similar perceptions among teachers in a national survey conducted in 1994. Educators in both districts reported high levels of individual professional commitment to teaching relative to the national sample. The survey also examined a variety of school climate topics in the two school districts. Educators in these two peer evaluation districts revealed higher than average levels of satisfaction and feelings of effectiveness toward their work, as well as higher levels of cooperation, coordination, participation, sharing of values, supportive administration, and general communication. The survey also reveals some of the actions that teachers have taken to improve their performance based on their evaluations. An appendix contains written comments from survey respondents. (Contains 11 tables and 20 references.) (SLD)
Descriptors: Elementary Secondary Education; *Peer Evaluation; *Professional Development; Public Schools; Suburban Schools; Surveys; *Teacher Evaluation; *Teachers; Urban Schools
Descriptive Terms: Paper prepared for the National Evaluation Institute (San Jose, CA, July 20-23, 2000).
Geographic Source: U.S.; California



ED445096   TM031777
Thinking about Tests and Testing: A Short Primer in "Assessment Literacy."
Author: Bracey, Gerald W.
Institutional Author: American Youth Policy Forum, Washington, DC.(BBB30634); National Conference of State Legislatures, Denver, CO.(BBB24481)
Availability: EDRS Price MF01/PC02 Plus Postage.
Sponsoring Agency: Ford Foundation, New York, NY. (QPX27000)@; Ford Motor Car Fund, Dearborn, MI. (BBB17153)@; General Electric Foundation, Ossining, NY. (BBB05142)@; George Gund Foundation, Cleveland, OH. (BBB06509)@; James G. Irvine Foundation, San Francisco, CA. (BBB25930)@; Walter S. Johnson Foundation, Menlo Park, CA. (BBB25959)@; Kellogg Foundation, Battle Creek, MI. (BBB00430)@; McKnight Foundation, Minneapolis, MN. (BBB24213)
Publication Date: 2000
Language: English
Pages: 36
Document Type: Guides--Non-classroom (055)
Journal Announcement: RIEFEB2001
Abstract: Tests are being used widely, and misused widely, to evaluate students, teachers, principals, and other educational administrators. This short primer on testing and assessment is organized into three parts. Part 1, "Essential Statistical Terms," introduces some statistics that are essential to understanding testing concepts and for talking about tests intelligently. Part 2, "The Terms of Testing: A Glossary," presents some fundamental terms related to testing. These include norm-referenced and criterion-referenced tests, and the concepts of reliability and validity, as well as performance based assessment. Part 2 also contains brief discussions of some well-known tests and assessment programs. Both parts 1 and 2 deal with definitions of concepts. Part 3, "Some Issues in Testing," fleshes out these definitions with discussions about testing issues, focusing on "who" and "why" questions. Throughout, the point is made that in view of the pervasiveness of tests and assessment, assessment literacy is a necessity for the public. (SLD)
Descriptors: Criterion Referenced Tests; *Educational Assessment; Elementary Secondary Education; Evaluation Methods; Norm Referenced Tests; *Performance Based Assessment; Reliability; *Statistics; *Student Evaluation; *Teacher Evaluation; *Test Use; Validity
Identifiers: *Assessment Literacy
Descriptive Terms: Additional support provided by the William T. Grant Foundation, Charles S. Mott Foundation, NEC Foundation of American, Wallace-Reader's Digest Foundation, and others.
Geographic Source: U.S.; District of Columbia



ED445087   TM031765
Teacher Evaluation: A Comprehensive Guide to New Directions and Practices. Second Edition.
Author: Peterson, Kenneth D.
Availability: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (cloth: ISBN-0-8039-6882-5; paperback: ISBN-0-8039-6883-3, $24.95). Tel: 805-499-9734; Fax: 800-4-1-SCHOOL; e-mail: order@corwinpress.com; Web site: www.corwinpress.com.
Publication Date: 2000
ISBN: 0-8039-6883-3
Language: English
Pages: 422
Document Type: Guides--Non-classroom (055)
Journal Announcement: RIEFEB2001
Abstract: This handbook advocates a new approach to teacher evaluation as a cooperative effort undertaken by a group of professionals. Part 1 describes the need for changed teacher evaluation, and part 2 outlines ways to use multiple data sources, including student and parent reports, peer review of materials, student achievement results, teacher tests, documentation of professional activity, systematic observation, and administrator reports, as well as discussions of the teacher as curriculum designer and data sources to avoid. Part 3 describes tools for improved teacher evaluation, and the evaluation of other educators is outlined in part 4. School district responsibilities and activities are described in part 5. This edition adds new chapters on: (1) the role of the principal in changed teacher evaluation; (2) how districts can transform current practice; (3) use of national standards; (4) developments in using student achievement data; and (5) the development of sociologically sophisticated teacher evaluation systems. Emphasis is placed on the use of the Internet as a resource and other new resources for local development. A list of legal cases cited is included. (Contains 343 references.) (SLD)
Descriptors: Data Collection; Elementary Secondary Education; *Evaluation Methods; *Faculty Evaluation; Performance Factors; Portfolio Assessment; Supervisory Methods; Teacher Effectiveness; *Teacher Evaluation
Descriptive Terms: For the first edition, see ED 386 825.
Target Audience: Administrators; Practitioners; Teachers
Geographic Source: U.S.; California



ED444942   SP039393
The Influence of Teacher Efficacy and Readiness for Self-Directed Learning on the Implementation of a Growth-Oriented Teacher Performance Appraisal Process.
Author: Rowe, Barry W.
Availability: EDRS Price MF01/PC02 Plus Postage.
Publication Date: April 26, 2000
Language: English
Pages: 43
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIEFEB2001
Abstract: This study analyzed the implementation of a teacher performance appraisal process that encourages self-directed learning (SDL), highlighting the extent to which teacher efficacy (TE) influenced the its success. The study also examined whether lack of readiness for SDL was an implementation obstacle. Finally, it noted other barriers and obstacles to full implementation of a teacher performance appraisal policy in one Newfoundland school district. The researcher analyzed current literature dealing with teacher professional growth, teacher performance appraisal, TE, and SDL in an attempt to isolate barriers to full implementation of a teacher performance appraisal process that encourages SDL. The study analyzed the Newfoundland school district's implementation of a teacher performance appraisal policy using teacher and administrator surveys and interviews. Results highlighted several themes related to this process within the school district: rationale, implementation, barriers, responsibility, uniqueness, and growth realization. Teachers' levels of TE influenced their attitudes toward, and success in, this new process which encourages SDL. This influence, in turn, affected teachers' professional growth experiences in the process itself. Teachers believed that the most effective and meaningful teacher evaluations were self-directed. Barriers to implementation included time and teacher-administrator relationships. (Contains 54 references.) (SM)
Descriptors: Elementary Secondary Education; Evaluation Methods; Faculty Development; Foreign Countries; *Independent Study; Performance Based Assessment; Teacher Attitudes; *Teacher Effectiveness; *Teacher Evaluation; Teacher Improvement; Teachers
Identifiers: Newfoundland
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
Geographic Source: Canada; Ontario



ED443825   TM031307
Windows into the Classroom: Observing and Evaluating Beginning Teachers' Developing Practice.
Author: Whittaker, Andrea; Markowitz, Nancy Lourie; Latter, Jody
Availability: EDRS Price MF01/PC02 Plus Postage.
Publication Date: April 2000
Language: English
Pages: 37
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIEJAN2001
Abstract: An observation study examined four dimensions of beginning teacher practice that had been heavily emphasized in the first year of a partial internship program and that typically pose problems for first year teachers. These dimensions included: (1) literacy instruction; (2) instructional planning; (3) positive classroom environments and management; and (4) assessment practices that inform instruction. The partial internship program, the Triple L (Lifelong Learning and Leadership) Collaborative, is a school/university partnership for professional development beginning with preservice education. Study participants were eight first-year teachers from a school district. Four were in the second year of the Triple L program, teaching full-time as interns in the district and the other four were first-year teachers who had completed other programs. Participants were interviewed early in the school year and later observed and evaluated during literacy instruction by a Triple L school district liaison. Overall, all the participants were rated as developing their practice in a satisfactory way, but teachers from the partial internship program received higher ratings than teachers who had completed other credential programs. Substantial differences favoring Triple L teachers were found in the areas of learning environments and literacy best practices. The results reveal several areas for improvement that have implications for further research and program evaluation. For example, all of the participants received their lowest ratings in the areas of planning and assessment. In addition to the information the study provided about the progress of these new teachers, the results support the use of the data collection and analysis techniques using developmental scales. Seven appendixes contain interview protocols, the observation summary sheet, two developmental scales for teaching practice, and observation results from fall 1998 and spring 1999. (SLD)
Descriptors: *Beginning Teachers; Educational Environment; *Educational Practices; Elementary Secondary Education; Evaluation Methods; Internship Programs; Literacy; *Observation; *Professional Development; *Teacher Evaluation; Teaching Methods
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
Geographic Source: U.S.; California



ED440987   TM030783
How Should Teachers Be Assessed?
Author: Ediger, Marlow
Availability: EDRS Price MF01/PC01 Plus Postage.
Publication Date: February 2000
Language: English
Pages: 10
Document Type: Opinion papers (120)
Journal Announcement: RIEOCT2000
Abstract: Achieving a fair and objective evaluation of teacher performance is not easy. Student test results have been used to assess teacher performance, but this approach has many weaknesses, especially because students differ from school to school and standardized tests are open to questions about their fairness. Criterion-referenced tests have been developed to counteract some weaknesses apparent in norm-referenced standardized tests, but even these tests have weaknesses. For one thing, student performance is measured on only one occasion. Other criticisms may be leveled for the out-of-context nature of criterion-referenced tests. Portfolio use, however, stresses a philosophy of contextualism in appraising teacher effectiveness. Assessment through portfolios is not isolated and does not stress a numerical result unless rubrics are used. Even then, rubric ratings are open to human interpretation. Portfolios and their contents need to be aligned with stated objectives to be fair assessments, but their use can help gauge student learning and teacher effectiveness. (SLD)
Descriptors: Criterion Referenced Tests; *Evaluation Methods; *Portfolio Assessment; Scoring Rubrics; Teacher Effectiveness; *Teacher Evaluation; Test Results; Test Use
Geographic Source: U.S.; Missouri



ED440955   SP039192
What Is Required for Performance Assessment of Teaching?
Author: Stansbury, Kendyll
Institutional Author: WestEd, San Francisco, CA.(BBB33305)
Availability: WestEd, 730 Harrison Street, San Francisco, CA 94107-1241. Tel: 415-565-3000; Web site: http://wested.org.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Publication Date: January 1998
Language: English
Pages: 20
Document Type: Reports--Descriptive (141)
Journal Announcement: RIEOCT2000
Abstract: The last decade has been marked by experimentation with various methods of assessing teaching knowledge, skills, and abilities that are alternatives to the multiple-choice tests and loosely-structured observations commonly used. While there exists a large body of literature on multiple choice tests as a methodology, less technical information is available on desirable performance-based alternatives. This report looks at the state-of-the-art of performance assessment of teachers to: (1) identify important elements in the process; and (2) summarize lessons learned from the experiences of those who have developed such assessments. It is aimed at educators and policymakers who are exploring the use of performance tasks in teacher assessment systems, focusing on similarities and differences between the assessment of beginning and experienced teachers. The report examines the key stages of development of a reliable and valid teacher assessment system including: defining the purpose of the assessment; identifying components of the assessment system; building capacity; and building legitimacy. The report concludes with a summary of the state-of-the-art of teacher performance assessment and identifies issues still on the frontiers of development. (SM)
Descriptors: Elementary Secondary Education; Evaluation Methods; Knowledge Base for Teaching; *Performance Based Assessment; Teacher Competencies; *Teacher Evaluation; Teachers
Identifiers: Capacity Building; Program Legitimacy; Teacher Knowledge
Target Audience: Policymakers; Practitioners; Teachers
Contract Number: RJ96006901
Geographic Source: U.S.; California



ED440068   SP039108
The Liminal Tension of Performance Evaluation for Preservice Teacher Educators: A Mechanism for Accountability or a Tool for Growth?
Author: Snell, Jean L.
Availability: EDRS Price MF01/PC01 Plus Postage.
Publication Date: February 29, 2000
Language: English
Pages: 16
Document Type: Reports--Descriptive (141); Speeches/meeting papers (150)
Journal Announcement: RIESEP2000
Abstract: This paper examines the complexities surrounding teacher evaluation in general, and the evaluation of preservice teacher educators affiliated with a university teacher education program in particular. It focuses on the purposes of evaluation, whether those purposes are complementary or in conflict with one another, how the evaluation is related to reflection, and how the actual act of evaluation is negotiated between teachers and supervisors. The paper begins by relating the story of one particularly troubling evaluation incident. Next, it examines the context of evaluation, viewing teacher evaluation as a professional challenge and discussing the shift from K-12 teacher evaluation to preservice teacher educator evaluation. Finally, the paper describes a pilot evaluation process for teaching assistants in one teacher education program, highlighting the goal-setting, evaluation process, and re-assessment phases of the effort. This pilot process puts teaching assistant preservice teacher educators in charge of the design and implementation of their own evaluation through a reflective portfolio process. This promotes a sense of professionalism and competence and creates a mutually supportive community of self-confident preservice teacher educators. (SM)
Descriptors: *Accountability; Elementary Secondary Education; Evaluation Methods; Feedback; Higher Education; *Performance Based Assessment; Preservice Teacher Education; Teacher Competencies; *Teacher Educators; *Teacher Evaluation; Teaching Assistants
Descriptive Terms: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (52nd, Chicago, IL, February 26-29, 2000).
Geographic Source: U.S.; Washington



ED439157   TM030694
Teacher Evaluation: Theories and Practice.
Author: Papanastasiou, Elena C.
Availability: EDRS Price MF01/PC02 Plus Postage.
Publication Date: November 1999
Language: English
Pages: 27
Document Type: Information Analysis (070)
Journal Announcement: RIEAUG2000
Abstract: This paper reviews literature on teacher effectiveness and evaluation. In order for teacher evaluation to be effective in terms of improving teacher performance, it has to be formative. Evaluations also can contribute to the improvement of the performance of the school overall. Teacher evaluation also has effects on the environment outside the school organization, such as the community of parents. Many problems are associated with teacher evaluation, whether by principals, students, or teacher peers. The use of student achievement data for teacher evaluation has also been a source of debate in teacher evaluation literature. To reduce many of the disadvantages associated with evaluation approaches, a combination of methods should be used to assess teacher performance. In addition, teacher evaluations should be performed frequently to capture a realistic and representative picture of each teacher. (Contains 42 references.) (SLD)
Descriptors: Academic Achievement; *Educational Practices; Elementary Secondary Education; Evaluation Methods; *Evaluation Problems; Formative Evaluation; Teacher Effectiveness; *Teacher Evaluation; Theories
Geographic Source: U.S.; Michigan



ED439103   SP039053
Oklahoma Criteria for Effective Teaching and Administrative Performance. Activities Workbook.
Institutional Author: Oklahoma State Dept. of Education, Oklahoma City.(SBU68175)
Availability: EDRS Price MF01/PC02 Plus Postage.
Governmental Status: State
Publication Date: June 1999
Language: English
Pages: 30
Document Type: Guides--Non-classroom (055)
Journal Announcement: RIEAUG2000
Abstract: This publication presents activities for monitoring effective teacher and administrator performance in Oklahoma. The state mandates that each board of education maintains and annually reviews a written policy of evaluation for all teachers and administrators. Section 1, "Criteria for Effective Teaching Performance," focuses on practice and products. Practice includes teacher management indicators (preparation, routine, discipline, and learning environment) and teacher instructional indicators (establishes objectives, stresses sequence, relates objectives, involves all learners, explains content, explains directions, models, monitors, adjusts based on monitoring, guides practice, provides for independent practice, and establishes closure). Products, it looks at teacher product indicators (lesson plans, student files, and grading patterns) and student achievement indicators. Section 2, "Effective Administrative Performance," also examines practice and products. Practice includes 4 administrator management indicators (preparation, routine, discipline, and learning environment) and 10 instructional leadership indicators. Products includes three administrator product indicators: providing written discipline policies to which students must perform; providing written school building improvement plans; and providing written analyses of student test scores and other data. (SM)
Descriptors: Academic Achievement; *Administrator Effectiveness; *Administrator Evaluation; Administrators; Classroom Techniques; Discipline; Elementary Secondary Education; Instructional Leadership; State Standards; Teacher Competencies; *Teacher Effectiveness; *Teacher Evaluation; Teachers
Identifiers: Oklahoma
Geographic Source: U.S.; Oklahoma



ED436590   TM030453
Evaluating Teachers for Professional Growth: Creating a Culture of Motivation and Learning.
Author: Beerens, Daniel R.
Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 805-499-9774; e-mail: order@corwinpress.com
Publication Date: 2000
ISBN: 0-7619-7567-5
Language: English
Pages: 186
Document Type: Book (010); Guides--Non-classroom (055)
Journal Announcement: RIEMAY2000
Abstract: This book describes effective ways for principals and teachers to work together for the teachers' growth and the ultimate benefit of students' learning. It provides a solid philosophical foundation for changes in teacher evaluation and staff development, and it analyzes past and current methods and trends in teacher evaluation. The book spells out a field-tested system that addresses the need of the principal to serve in the roles of evaluator, staff developer, instructional leader, and collaborative coach. The approach to evaluation incorporates constructivist teaching, the findings of educational research, reflective practice, and techniques for self-assessment and peer coaching and evaluation. The chapters are: (1) "More Questions than Answers"; (2) "The Significance of Teachers and the Complexity of Their Work"; (3) "Approaches to Evaluation"; (4) "Leadership, Growth, and Community"; (5) "Motivation, Learning, and Staff Development"; (6) "New Approaches to Evaluation and Staff Development"; (7) "The Growth-Focused Evaluation System"; (8) "Identifying Teacher Types"; (9) "The Need for Standards"; (10) "Structures, Processes, and Instruments for Teacher Reflection and Examination of Practice"; (11) "Reporting Teacher Evaluation and Professional Growth"; and (12) "Developing Your Own Evaluation and Professional Growth Plan: Action Steps." A resource section contains sample documents for evaluations. (Contains 24 figures, 5 tables, and 78 references.) (SLD)
Descriptors: *Administrator Role; Constructivism (Learning); Educational Trends; Elementary Secondary Education; *Evaluation Methods; *Principals; *Professional Development; *Teacher Evaluation
Target Audience: Administrators; Practitioners
Geographic Source: U.S.; California


 

 

 

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