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The Teacher Evaluation Handbook. Step–by–Step Techniques and Forms for Improving Instruction

  • ID: 2219884
  • Book
  • 208 Pages
  • John Wiley and Sons Ltd
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This hands–on guide provides you with dozens of ready–to–use methods and techniques for creating and implementing a successful teacher evaluation program a program that encourages greater teacher involvement, improves morale, and has a positive impact on the entire instructional process. Designed so it can be easily tailored to meet your school′s local goals, this program helps even your best teachers focus in on their weak areas. At the same time, it enables you to recognize areas of performance that are particularly noteworthy. From developing evaluation criteria to carrying out the actual evaluation, this book shows you step–by–step:
  • How to use a peer observer system to increase participation and cooperation in the evaluation program.
  • How to develop sensitive, tactful conferencing skills that will enable you to accomplish the goals of the evaluation conference in a direct, yet relaxed manner.
  • How to develop a successful differentiated pay system, founded on performance, which will encourage growth, creativity, and change.
  • How to handle some of the most difficult aspects of evaluation (teacher confrontation, underachiever assistance, and employee termination) in the most diplomatic and pain–free way possible.
You′ll find this to be an invaluable guide to developing an evaluation system that helps motivate teachers, improves your staff′s performance, and enhances the quality of instruction for your students.
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About This Book.

Chapter 1: Evaluation–– Growth or Harassment?

The Use of Formative and Summative Evaluation.

Mixing Formative and Summative Evaluation.

Eliminating the Problem of Dual Purposes.

Eliminating Confusion.

A Model for Evaluation.

Motivation and Evaluation.


Chapter 2: What′s Worth Evaluating.

Getting Started.

The Responsibilities of Local Research Units.

Examples of Professional Practices.

Considerations for Evaluation.

Constructing a Summative Instrument.

The Question of Generic or Content.

Examples of Professional Practices.


Chapter 3: Peers as Evaluators.

Peer Selection and Turnover.

Should Peers Have Released Time?

Peers and School Reform.

Peer Observers and Teacher Unions.

Peer Observers and the New Teacher.


Chapter 4: Training Evaluators.

The Training Focus.

A Method of Training.

Changing Traditional Reality.


Chapter 5: The Evaluation Instrument as a Basis for Staff Development.

Curriculum Delivery Systems.

Staff Development and the Broad View.

Making Staff Development Work.

Making Change Permanent.

A Long–term Commitment.

Staff Development and the State.

The Continuing Battle.


Chapter 6: Conferencing and Setting Performance Targets.

Determining the Purposes–– A Necessary First Step.

Improve Conference Skills and Improve Evaluation.

The Price of Failure.


Chapter 7: Evaluation as a Terminal Activity.

Preparing to Win.

The No–Risk Win.

Suggestions for Documenting.

Helping the Administrator.

Who Are the Incompetent?

Documentation for E.E.O.C. Complaints.

Some Legal Aspects of Termination.


Chapter 8: Evaluation as a Basis for Merit Pay.

Understanding Differentiated Pay.

The Problem with Student Achievement.

Initiating Differentiated Pay.

Differentiated Pay–– The Promise.

A Program that Works.


Chapter 9: Summative Evaluations.

Identifying Those Who Need Summative Evaluation.

Designing the Summative Instrument.

Who Evaluates Summatively?



Chapter 10: Putting It All Together.

What′s the Goal (Purpose)?

What to Evaluate.

The Human Element.

Teaching Teachers.

The Central Focus.


Go for the Long Term.




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Renfro C. Manning
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