ERIC Number: ED332366
Record Type: RIE
Publication Date: 1991
Pages: 55
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
A Teacher Appraisal System for the Development of Shared Instructional Leadership and Effective Classroom Instruction.
Crisci, Pat E.; And Others
Essential elements of teacher preparation programs should become the foundation of instructional leader training. Techniques of Responsive Intervention to Validate Effective Teaching (TRIVET) is an administrative training program that provides instructional leaders with the skills and knowledge to collect data, diagnose instructional effectiveness, and prescribe improvement strategies in classroom teaching appraisal. During the year-long program, principal-teacher teams collaborate to enhance instruction and learn the four processes involved in data collection and analysis: pre-observation conferences to gather lesson plan information; script-tapings to record lesson activities; post-observation conferences to discuss teaching behaviors; and action plans to determine improvement strategies. Nearly 300 principals and teachers have participated since 1988. To determine TRIVET's effectiveness, each participants' pre- and post-teaching analysis test scores, program appraisal, written work, reports of classroom practice changes, and teacher effectiveness profiles were analyzed. Test scores were significantly higher and the program was enthusiastically appraised. Teachers reported changes such as better planning for classroom activities. (110 references) (EJS)
Descriptors: Administrator Guides, Administrator Responsibility, Administrator Role, Classroom Observation Techniques, Elementary Secondary Education, Faculty Development, Faculty Evaluation, Instructional Effectiveness, Instructional Improvement, Instructional Leadership, Lesson Observation Criteria, Teacher Administrator Relationship, Teacher Evaluation
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Association of School Administrators (New Orleans, LA, March 1991).
