ERIC Number: ED341689
Record Type: Non-Journal
Publication Date: 1992-Mar
Reference Count: N/A
Beginning Teacher Performance Evaluation: An Overview of State Policies. Trends and Issues Paper No. 7.
Sclan, Eileen; Darling-Hammond, Linda
This report examines recent trends in the establishment of state-level policies for beginning teacher evaluation and supervision. The state role in defining the experiences and clinical preparation of beginning teachers increased substantially during the 1980s; there are, however, important differences in how states approach this responsibility. Summaries of state requirements are reported in the chart entitled "State-Level Policies for Beginning Teacher Performance Evaluation." The chart, which makes up the greater part of the document, was compiled from a literature review conducted in January 1990 and updated with feedback from state departments of education in 46 states and the District of Columbia during the summer of 1991. Due to the nonresponse of Maryland, Missouri, Nevada, and Utah, information for those states was based solely on a literature review. Following an introduction, the publication is organized into six sections: (1) The Extent of State Involvement; (2) The Nature of State Requirements; (3) Assistance or Assessment; (4) The Evolution of Professional Approaches to Beginning Teacher Evaluation: Early Efforts and New Directions; (5) State-Level Policies for Beginning Teacher Performance Evaluation (Chart); and (6) References. (LL)
Descriptors: Beginning Teachers, Elementary Secondary Education, Evaluation Criteria, Performance Factors, Policy Formation, State Departments of Education, State Surveys, Teacher Evaluation, Teacher Supervision, Trend Analysis
ERIC Clearinghouse on Teacher Education, One Dupont Circle, Suite 610, Washington, DC 20036-1186 ($12.00 plus $2.50 for shipping and handling).
Publication Type: ERIC Publications
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Teacher Education, Washington, DC.