Reports the results of a survey of teachers in the Fairfax County (Virginia) Public Schools regarding their preferences for staff development and draws implications for other schools. (Author/JM)

Describes an effective administrator as one who acts as a catalyst, consultant, or group resource but who nevertheless accepts risks and expects on occasion to be misunderstood. (Author/JM)

Describes a way one principal involved teachers in the selection of a department head, by the appointment of a selection committee. (JM)

Reviews a 1979 report from a Vermont governor's commission proposing future directions for education in Vermont, particularly in regard to teacher training and the educational delivery system. (Author/JM)

Explains why summer school is more important for the exceptional student than for the regular student and makes recommendations for a successful program. (JM)

Describes the results of a two-year study to evaluate an assessment center. Results indicate that it is a valuable, valid, job-related instrument for the selection of school administrators. (Author/JM)

Discusses roles appropriate for the principal and the teacher during the appraisal interview that follows the principal's observations and assessment of the teacher's job performance. Suggests techniques drawn from management theory for principals' use in enhancing communication, the key to making the appraisal interview mutually beneficial. (PGD)

Administrators seeking the cooperation of teachers in the classroom observation phase of teacher evaluations should establish well-defined criteria in the areas of planning, technical skills, instructional skills, and classroom management so that teachers can recognize the evaluation process as an objective attempt to encourage their professional…

Developed by a faculty committee to replace an outmoded system at Antioch (Illinois) Community High School, this teacher evaluation procedure calls for teachers to prescribe methods for improving their own instructional processes. Procedures for problem evaluation, routine evaluation, and probationary evaluation are listed and an evaluation form…

Administration of the Student Achievement Diagnostic Questionnaire for Administrators to 1,278 Georgia teachers verified the instrument's utility for measuring several factors affecting teacher motivation, including teachers' attitudes toward principals, toward the utility of improving performance, and toward the nature of and the possibility of…

Effective teacher performance evaluation systems are fair, objective, job-specific, reliable, clear, provide for teacher development, and are oriented toward both the teacher's processes and the teacher's products. Loyola Academy involved teachers in developing an evaluation system exhibiting these features as well as a performance compensation…

Before engaging in supervisory conferences with teachers following lesson observations, administrators should plan strategically by considering the psychological context of the conference and by reviewing carefully the data on the teacher's performance. (PGD)

Principals unable or unwilling to conduct thorough teacher evaluations using classroom observations should consider two other sources of evaluation data: "artifacts of teaching," including lesson plans, tests, activity instructions, and bibliographic handouts prepared by teachers, student work, peer testimony, and similar materials; and…

School board members, superintendents, principals, and teachers in western New York identified both ideal and practical components for their districts' teacher evaluation systems. The strong disagreement of board members with principals concerning these components suggests a need for inservice training of board members and improved communications…

Examines nine generalizations about teaching and teacher evaluation and determines that all are incomplete and therefore misleading. Concludes that teacher evaluation can be acceptable to and helpful to teachers if handled correctly. Particularly stresses treating teachers as professionals. (PGD)