Provides a twofold plan for staff development and peer evaluation linking evaluation and training of teachers. This process enables teachers to have their professional needs met while treating them as individuals and improving classroom skills. Includes a classroom observation checklist and a teacher evaluation system form. (MD)

Reviews the strategies and flaws involved in schools of education providing "teacher warranties." Describes a more productive model for ensuring teacher quality through the development of a symbiotic relationship between professional educational training schools, their communities, and public schools. (MD)

Describes the career ladder program developed for Wisconsin teachers. Includes a description of the requirements for advancement, the performance assessment component, and the different steps in the career ladder. Includes two figures. (MD)

Describes the Student Teacher Appraisal Report (STAR) Guide developed as part of Phase II of a pilot research project in Colorado. Includes a copy of the STAR evaluation form. (MD)

Outlines a merit pay incentive plan that will improve teacher quality and performance. Includes a sample merit evaluation form. (MD)

The question of whether teacher evaluation should involve teaching peers is discussed in relation to the concept of "zones of acceptance." The author suggests that teachers should be involved in evaluation when the issues being evaluated fall within their scope as teachers. (MD)

The evaluation of special educators is unique. Discusses different approaches to evaluation and the problems associated with special education teacher evaluation. Includes an extensive list of references. (MD)

In discussing how to ascertain whether new technologies are achieving their goal in curriculum development, the author provides a detailed discussion of procedures for evaluating their effectiveness. Provides two checklists for assessing technological applications. (MD)

Jefferson Meetings were developed in 1984 to provide an innovative way to teach students an understanding of the United States Constitution. Describes how to organize such an event. (MD)

Examines the responsibility principals have to provide leadership in the promotion and protection of values and in the empowerment of teachers. Discusses effective ways this can be done. Includes a statement of ethics and a list of references. (MD)

Analyzes data from recent studies on effective middle school principals. Formal education and professional associations are not related to principal effectiveness. Tenure, positive outlook, and ability to work with people are related to principals' effectiveness. These findings are similar to findings on effective elementary and senior high…

Analyzes the kinds of power principals have and their importance in determining the effectiveness of a school. Includes a proposal for the selection of principals and teachers. Good teachers should be involved in selecting principals and principals should be selected from the ranks of a school's teachers. (MD)

The most important attributes of effective principals are their ability to be fair and decent and to work for student welfare. Good principals are able to arbitrate and orchestrate with some flexibility, with the welfare of students being the primary concern. (MD)

Discusses the skills and strengths of individual principals that have been instrumental in turning problem schools into safe and effective places of learning. Their styles vary greatly, but all had a vision and were able to turn that into distinct goals and expectations for their schools. (MD)

Identifies the four major factors contributing to principal stress: management of time, relationships with supervisors, relationships with subordinates, and financial matters. Includes a listing of stress factors. (MD)