Describes how the Allentown, Pennsylvania, public school district uses district-wide final examinations (along with some class-specific test items designed by teachers) to assess secondary school programs, provide "feedback" to teachers, and evaluate student mastery of learning objectives. (MCG)

A recent study indicates that the superintendent's personal involvement in principal supervision and evaluation, including frequent school visits, can be a key ingredient in school effectiveness. (MCG)

A New Jersey elementary school's new instructional program, based on a holistic concept of brain function called Proster Theory, is described. Attendant changes in class organization and teacher roles are discussed. (MCG)

Reviews recent trends in the development and implementation of performance-based incentive programs for teachers and administrators. Looks at program control, administrator and teacher involvement, time frames used, criteria for career advancement, evaluation methods employed, effects of funding on implementation, and program evaluation. Considers…

Describes the career development plan adopted by the Charlotte-Mecklenburg (North Carolina) Public Schools. Reviews the preparatory steps through which new teachers rise to career status. Assesses the role of "mentors" or master teachers, the administrator's role, and the impact of the teachers' action-growth plans. (PGD)

Describes faculty evaluation procedures used in the Charlotte-Mecklenburg (North Carolina) Public Schools in conjunction with career development. Covers the program's philosophy, purposes, and special characteristics; expectations set and competencies sought; the areas evaluation; evaluator characteristics; the observation process; teachers'…

Briefly discusses Phillip Schlechty's view on teacher career development with university cooperation, needs for systematic faculty development, appropriate administrator roles, encouragement of professionalism, the use of differentiated staffing patterns, and appropriate attitudes toward reform. (PGD)

Describes California's Mentor Teacher Program, which provides stipends for experienced teachers who are appointed to work in a staff development capacity with new teachers, other career teachers, and "teacher trainees" without formal teacher training. Covers mentor qualifications and program implementation, documentation, and evaluation. Reviews…

The Teacher Advisor Project of the Marin County (California) Office of Education provides training to teachers who will act as advisors and facilitators for their colleagues. This article describes the five roles assumed by these advisors and discusses issues affecting the success of projects like the Teacher Advisor Project. (PGD)

Teachers who served as advisers to help other teachers improve their classroom techniques in the Marin County (California) Office of Education's Teacher Advisor Project found six principles affecting successful, nonthreatening relationships: sharing common language, focusing on key concerns, gathering hard evidence, interacting fully, acting…

Reviews research on "mentors"--experienced teachers assigned to assist those less experienced. Covers mentor characteristics, behaviors, and roles; appropriate matching of mentors and proteges; the needs of beginning teachers; and the changes in the mentor-protege relationship that occur as proteges gain experience and need mentors less. (PGD)

Teachers in Utah's Park City School District select which of several types of information they wish to gather as evidence of their own teaching ability and effectiveness. The teachers are trained in information gathering methods, and the dossiers they develop serve as the basis for evaluations and promotions. (PGD)

Explains the structure of Tennessee's Career Ladder Program for teachers, with the primary focus on evaluation procedures used at the state level for identifying teachers in the top two to five career levels. Covers evaluation criteria, evaluation data sources, use of peer evaluators, and evaluation processes. (PGD)

Reviews the factors that any teacher motivation plan must incorporate to be effective and outlines 11 principles that should be followed in designing career ladder plans to meet teacher needs, increase teacher competence, and facilitate effective instruction. Warns against potential pitfalls in career ladder plans. (PGD)

Interviews with 13 educators who have been deeply involved with differentiated staffing, career ladder programs, or both provided the data for this analysis of why differentiated staffing didn't work, how the two concepts differ, why career ladders are currently popular, and how likely the career ladder concept is to succeed. (PGD)