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ERIC Documents Database Citations & Abstracts for Evaluating Teacher Evaluation Programs

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Search Strategy:
Teacher Evaluation OR Faculty Evaluation [as ERIC Descriptors]
Evaluation Standards OR Evaluation Methods OR Evaluation Criteria [as major ERIC descriptors]

  ED412224  TM027444
  Application of the "Personnel Evaluation Standards" to Local 
District Teacher Evaluation Programs: Analyses of 14 Cases.
  Loup, Karen S.; Ellett, Chad D.
  34p.; Paper presented at the Annual Meeting of the American 
Educational Research Association (Chicago, IL, March 24-28, 1997).
  Local school district teacher evaluation plans, processes, and 
procedures were studied to determine whether they measure up to the 
criteria outlined by D. Stufflebeam's "Personnel Evaluation 
Standards" (1988).  The applicability and interpretability of the 
"Standards" across 14 actual cases from local school districts in 
Connecticut were analyzed, and these results were compared to those 
from a previous study of teacher evaluation in Louisiana.  The focus 
was on Connecticut's teacher evaluation cycle as implemented in 
different districts.  Key features of the cycle include appraisal, 
support, and plans for continued professional growth.  Previous study 
of the System for Teaching and Learning Assessment and Review (STAR) 
in Louisiana described it as a system that includes a student 
learning-centered focus that is in contrast to the Connecticut 
Competency Instrument, a classroom observation system based on the 
process-product literature of the 1980s.  The 14 Connecticut examples 
included 2 urban, 8 suburban, and 4 rural school districts.  Case 
analysts, 14 Connecticut teachers and administrators, used the 
categories from the "Standards" (propriety, utility, feasibility, and 
accuracy) to guide their analyses.  Results suggest that Connecticut 
districts are beginning to consider and implement written policy and 
procedures for decision making in evaluation, although evaluations as 
carried out were not fully consistent with the state's declared 
objectives.  However, the analyses do indicate that the "Standards" 
can be used to outline weaknesses and suggest improvements in local 
district teacher evaluation programs.  Appendixes describe 
Connecticut's teacher evaluation cycle, the "Personnel Evaluation 
Standards," and the components of a standard as outlined by D. 
Stufflebeam (1988).  (Contains 3 tables and 11 references.) (SLD)
  Descriptors: Case Studies; *Educational Policy; Educational 
Practices; Evaluation Methods; *Professional Development; Program 
Implementation; Rural Schools; *School Districts; *Standards; State 
Programs; Suburban Schools; *Teacher Evaluation; Urban Schools
  Identifiers: Connecticut; Louisiana; Personnel Evaluation Standards 

ED411215  SP037505
  Evaluating Teaching: A Guide to Current Thinking and Best Practice.
  Stronge, James, Ed.
  ISBN: 0-8039-6356-4
  Available From: Corwin Press, Inc., 2455 Teller Road, Thousand 
Oaks, CA 91320; e-mail: order at sign corwin.sagepub.com; fax: 805-
499-0871 (softcover: ISBN-0-8039-6356-4, $32.95; hardcover: ISBN-0-
8039-6355-6, $69.95).
  Document Type: BOOK (010);  COLLECTION (020);  NON-CLASSROOM 
  Target Audience: Administrators; Practitioners; Teachers
  This guide presents current research and thinking about teacher 
evaluation and combines that research with practice.  Chapters 
contain illustrations and examples to make a research-practice 
connection and present a comprehensive approach to designing, 
implementing, and monitoring quality teacher-evaluation systems.  
Chapters include: (1) "Improving Schools through Teacher Education" 
(James H. Stronge); (2) "Building the Foundation: Teacher Roles and 
Responsibilities" (Patricia H. Wheeler and Michael Scriven); (3) 
"Legal Considerations in Designing Teacher Evaluation Systems" 
(Pamela D. Tucker and Kay P. Kindred); (4) "Applying the Personnel 
Evaluation Standards to Teacher Evaluation" (James R. Sanders); (5) 
"Classroom-Based Assessments of Teaching and Learning" (Chad D. 
Ellett); (6) "Client Surveys in Teacher Evaluation" (James H. Stronge 
and Laura P. Ostrander); (7) "Indicators of Student Learning in 
Teacher Evaluation" (Andrew A. McConney, Mark D. Schalock, and H. Del 
Schalock); (8) "Portfolios in Teacher Evaluation" (Kenneth Wolf, Gary 
Lichtenstein, and Cynthia Stevenson); (9) "Teacher Self-Evaluation" 
(Peter W. Airasian and Arlen Gullickson); (10) "Conducting a 
Successful Evaluation Conference" (Virginia M. Helm); (11) "Dealing 
Positively with the Nonproductive Teacher" (Mary Jo McGrath); and 
(12) "Linking Teacher Evaluation and Professional Development" (Joyce 
Annunziata).  Chapters contain references.  (JLS)
  Descriptors: Classroom Observation Techniques; Elementary Secondary 
Education; *Evaluation Methods; Faculty Development; *Instructional 
Effectiveness; Legal Responsibility; Program Development; Program 
Implementation; Standards; *Teacher Effectiveness; *Teacher 
Evaluation; Teacher Qualifications; Teachers; Theory Practice 

  ED395536  HE029190
  Developing an Effective Faculty Evaluation System. IDEA Paper No. 33.
  Cashin, William E.
  Kansas State Univ., Manhattan. Center for Faculty Evaluation and 
Development in Higher Education.  Jan 1996
  Available From: Kansas State University, Center for Faculty 
Evaluation and Development, Division of Continuing Education, 1615 
Anderson Avenue, Manhattan, KS 66502-4073 (For current prices, call 
  Document Type: NON-CLASSROOM MATERIAL (055)
  Target Audience: Teachers; Practitioners
  This paper discusses the principles of an effective faculty 
evaluation system that are repeatedly recommended in the literature.  
These principles include the following: (1) clarify institutional 
goals; (2) decide on the purposes of the data to be collected; (3) 
use pilot programs when appropriate; (4) significantly involve 
participants in the development of the system; (5) foster open 
communication about the system; (6) obtain support from high-level 
administrators; (7) ensure that the system is flexible and legal; (8) 
define major and minor faculty responsibilities as well as the 
sources of data used to evaluate each subresponsibility at the 
beginning of the evaluation period; (9) use multiple data sources; 
(10) ensure that the data are technically acceptable; (11) define the 
criteria for each subresponsibility; (12) train the evaluators to 
evaluate and the supervisors to give feedback; (13) maintain 
confidentiality; (14) reward effective performance; (15) combine 
development with evaluation; and (16) review the system periodically.  
(Contains 30 references.) (CK)
  Descriptors: *College Faculty; *Decision Making; *Evaluation 
Methods; Faculty Development; *Faculty Evaluation; Higher Education; 
*Measurement Objectives; *Organizational Objectives

  EJ526867  TM519587
  Looking Backwards with the "Personnel Evaluation Standards": An
Analysis of the Development and Implementation of a Statewide Teacher 
Assessment Program.
  Ellett, Chad D.; And Others
  Studies in Educational Evaluation, v22 n1 p79-113   1996
  ISSN: 0191-491X
  Document Type: EVALUATIVE REPORT (142);  JOURNAL ARTICLE (080)
  The "Personnel Evaluation Standards" of D. Stufflebeam (1988) were 
used as a framework for the historical analysis of Louisiana's effort 
to implement a statewide program to evaluate its 45,000 teachers for 
the purpose of renewable professional certification.  Using the "
Standards" provided insights into the evaluation process and its 
results.  (SLD)
  Descriptors: *Evaluation Methods; *Personnel Evaluation; *Program 
Implementation; *Standards; *State Programs; Teacher Certification; 
*Teacher Evaluation
  Identifiers: *Louisiana

  ED394566  JC960301
  Faculty Performance Review and Evaluation: Principles, Guidelines,
and Successes.
  Ackerman, Ann
  Feb 1996
  7p.; In: The Olympics of Leadership: Overcoming Obstacles, 
Balancing Skills, Taking Risks. Proceedings of the Annual 
International Conference of the National Community College Chair 
Academy (5th, Phoenix, AZ, February 14-17, 1996); see JC 960 276.
  Document Type: POSITION PAPER (120);  CONFERENCE PAPER (150)
  A comprehensive faculty performance appraisal program is necessary 
for any college to maintain a high standard of excellence, 
effectiveness, and accountability.  Faculty performance should be 
reviewed using established, fair, and consistent procedures that 
consider obligations, agreed-upon objectives, and performance 
standards.  The purposes of the review are to assess individual job 
performance; encourage the highest quality of job performance; reward 
performance which meets or exceeds the established performance 
criteria; identify individual knowledge, skills, and needs for 
development; clarify future performance expectations, goals, and 
priorities of the faculty and the division chair or dean; and 
maintain effective communication between faculty and the chair or 
dean for improving methods and procedures used in performing the work.  
Evaluation is dependent upon shared responsibility and rigorous 
professional judgments.  Moreover, only items that have been agreed 
to should be evaluated, focusing on quality rather than quantity.  
Faculty performance review is an on-going process that relies heavily 
on the mutual involvement of the faculty person and the dean.  Prior 
to the evaluation period, the faculty member and dean should have 
discussed goals, expectations, activities, and areas of emphasis for 
the upcoming year.  Performance issues should also be discussed 
throughout the year, with the annual performance review scheduled at 
the end of the evaluation period.  (TGI)
  Descriptors: College Faculty; Community Colleges; *Evaluation 
Criteria; *Evaluation Methods; *Faculty College Relationship; 
*Faculty Evaluation; *Job Performance; Management by Objectives; 
Personnel Management; Program Design; Teacher Evaluation; Two Year 

  ED365637  SP034891
  Certificated Personnel Performance Evaluation Act: Guidelines. 
  Ruckel, Carol J., Ed.
  Colorado State Dept. of Education, Denver. Office of Professional 
Services.  Mar 1993
  19p.; Title on cover is "Certificated Personnel Performance 
Evaluation Guidelines."
  Target Audience: Administrators; Practitioners
  These guidelines are intended to assist Colorado school districts 
and boards of cooperative services (BOCS) in developing systems which 
meet the requirements of the Certificated Personnel Performance 
Evaluation Act (as amended), which mandates written systems for 
performance evaluation of all certificated personnel.  The guidelines 
distinguish between which provisions must be followed by local school 
districts or BOCS and which are just recommended.  The guidelines 
begin with definitions and clarifications and then outline the 
purposes of the performance evaluation system.  District and BOCS 
responsibilities in appointing an advisory council, and the 
responsibilities of the council, are spelled out.  Evaluation system 
components are listed, including specification of: personnel to be 
evaluated, purposes of the evaluation, standards for satisfactory 
performance, criteria used to determine performance, methods of 
information collection, frequency and duration of the evaluations, 
and preparation of a written evaluation report.  In addition, the 
guidelines note that the evaluation system should provide for notices 
of deficiencies for teachers with unsatisfactory performance and 
development of remediation plans, and that state-approved evaluator 
training is required.  State Board of Education responsibilities are 
listed, and the role and membership of the State Certificated 
Personnel Performance Evaluation Council are noted.  The text of the 
Act is provided.  (JDD)
  Descriptors: *Compliance (Legal); Elementary School Teachers; 
Elementary Secondary Education; *Evaluation Criteria; *Evaluation 
Methods; Legal Responsibility; Personnel Evaluation; School Districts; 
Secondary School Teachers; State Boards of Education; *State 
Legislation; Systems Development; *Teacher Evaluation
  Identifiers: *Certificated Personnel Perf Eval Act (Colorado); 

  ED337851  EA023353
  The Law of Teacher Evaluation. NOLPE Monograph/Book Series No. 42.
  Rossow, Lawrence F.; Parkinson, Jerry
  National Organization on Legal Problems of Education, Topeka, Kans.
  ISBN: 1-56534-031-0
  Available From: Publication Sales, National Organization on Legal 
Problems of Education, 3601 S.W. 29th, Suite 223, Topeka, KS 66614 
($17.95 plus $3.00 postage and handling).
  Document Type: LEGAL MATERIAL (090)
  Litigation in the area of teacher evaluation has developed around 
issues concerning the processes and criteria used by school districts 
in conducting evaluations.  Following an introduction explaining 
basic concepts, chapter 2 discusses the appropriate content of 
teacher evaluation, examining formal adoption of evaluation policies, 
compliance with state statutes and regulations, and content and 
constitutional requirements.  Chapter 3 focuses on the use of 
commonly recognized statutory grounds for terminating teachers and 
the part these grounds play in evaluation.  The procedural aspects of 
evaluation, such as the use of objective criteria and remediation, 
are described in chapter 4. The fifth chapter discusses the use of 
competency testing, issues of test validity, potential constitutional 
challenges, discrimination, and miscellaneous legal considerations.  
Issues in teacher evaluation and defamation claims are examined in 
the final section, presenting lines of defense available to 
administrators to protect against such claims.  A conclusion points 
to the pervasive attitude of judicial deference to the decisions of 
educational policymakers.  (317 footnotes) (LMI)
  Descriptors: *Compliance (Legal); Court Litigation; Elementary 
Secondary Education; *Evaluation Criteria; Evaluation Utilization; 
Job Performance; *Legal Problems; Libel and Slander; State Standards; 
*Summative Evaluation; Teacher Dismissal; *Teacher Evaluation; Test 

  ED422353  TM028905
  The New Handbook of Teacher Evaluation: Assessing Elementary and 
Secondary School Teachers.
  Millman, Jason, Ed.; Darling-Hammond, Linda, Ed.
  ISBN: 0-8039-4523-X
  Available From: Corwin Press, Inc., A Sage Publications Company, 
2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-8039-
4523-X, $29.95).
  Document Type: BOOK (010);  COLLECTION (020);  NON-CLASSROOM 
  The 25 chapters in this handbook examine evaluation purposes, 
processes, and methods, and discuss how they shape the implementation 
and outcomes of evaluation.  Following an introduction in chapter 1, 
the nine chapters in Part I consider the purposes of evaluation.  
Chapters 3, 4, and 5 are concerned with the evaluation processes that 
determine selection into teaching: preservice evaluation, licensure, 
and certification.  Chapters 6, 7, and 8 focus on how evaluation may 
support the development of greater teaching competencies for 
beginning and veteran teachers.  Chapters 9 and 10 consider school 
accountability and school improvement.  Part II examines the various 
methods used to evaluate teachers, along with their strengths and 
limitations as applied to the many purposes of evaluation.  Chapters 
11 and 12 deal with two methods for evaluating inservice teachers: 
classroom observations and ratings of classroom performance, while 
chapter 13 deals with teacher self-assessment.  Chapters 14 and 15 
deal with less widely used methods, the use of student test scores 
and the use of teacher portfolios.  Chapters 16 through 18 address 
the use of formal tests to evaluate teachers for licensure or 
certification, and chapter 19 discusses combining evaluation data 
from multiple sources for decision making.  In Part III, some of the 
system-wide concerns that developers and users of evaluation plans 
must confront are discussed.  Chapters explore legal, ethical, 
administrative, and economic aspects of teacher evaluation, and ways 
to improve and support teacher evaluation.  The use of personnel 
standards to improve teacher evaluation is also discussed.  Each 
chapter contains references.  (Contains six figures and four tables.) 
  Descriptors: Accountability; Educational Assessment; Educational 
Improvement; *Elementary School Teachers; Elementary Secondary 
Education; *Evaluation Methods; Evaluation Utilization; *Professional 
Development; *Secondary School Teachers; Self Evaluation 
(Individuals); Standards; Teacher Certification; *Teacher Evaluation; 
Test Use

  ED289240  EA019766
  Evaluation Guidelines for School Personnel, 1986. Suggested 
Personnel Policy Guidelines for School Districts.
  Oregon State Dept. of Education, Salem.  May 1986
  55p.; For the 1977 guidelines, see ED 146 193.
  Document Type: NON-CLASSROOM MATERIAL (055)
  Target Audience: Administrators; Practitioners
  This publication updates four earlier ones having similar titles, 
the last of which was written in 1979.  These guidelines are intended 
to aid local school districts in Oregon in developing their own staff 
evaluation procedures and documents.  The guide begins by citing the 
six administrative agencies outside the district that regulate most 
school district personnel matters, followed by elements of 
supervision and evaluation that apply to both certificated and 
classified employees.  The major part of the document applies only to 
certificated employees; only three pages apply to classified 
employees.  A list, for both teachers and administrators, of 
suggested standards for competent and ethical educators is 
accompanied by samples of the kinds of statements a district may want 
to develop as indicators of performance.  Suggested schedules of 
evaluation activities include a flow chart showing the sequence of 
events and the alternative steps that may be taken in the 
certificated staff evaluation process.  The guidelines conclude with 
a suggested checklist for reviewing the personnel evaluation process 
and sample forms for employee evaluations, proposed policy 
resolutions, job description and employee standards, teacher 
evaluations, personnel progress and performance evaluation, and plan 
of assistance.  (MLF)
  Descriptors: Elementary Secondary Education; *Evaluation Methods; 
Guidelines; *Personnel Evaluation; Personnel Management; Public 
Schools; Records (Forms); School Administration; School Districts; 
*School Personnel; Standards; State School District Relationship; 
*Teacher Evaluation; *Teacher Supervision
  Identifiers: *Oregon

  EJ331362  EA519670
  Legally Sound Criteria, Processes and Procedures for the Evaluation 
of Public School Professional Employees.
  Beckham, Joseph
  Journal of Law and Education, v14 n4 p529-51 Oct   1985
  Document Type: JOURNAL ARTICLE (080);  LEGAL MATERIAL (090);  NON-
  Target Audience: Administrators; Policymakers; Practitioners
  Reviews judicial decisions involving school staff evaluation 
systems.  Courts remain reluctant to interfere with the summative 
evaluation process of a school district.  Administrators must apply 
reasoned, ascertainable standards in employment decisions in order to 
withstand judicial scrutiny amid the array of legal constraints on 
the evaluation of professional employees.  (MD)
  Descriptors: Academic Achievement; *Court Litigation; Elementary 
Secondary Education; Equal Opportunities (Jobs); Equal Protection; 
*Evaluation; *Evaluation Methods; Teacher Behavior; Teacher 
Effectiveness; *Teacher Evaluation; Testing
  Identifiers: *First Amendment

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