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Rural Principals and the North Carolina Teacher Evaluation Process: How Has the Transition from the TPAI-R to the New Evaluation Process Changed Principals' Evaluative Practices?
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Fuller, Charles Avery – ProQuest LLC, 2016
Beginning with the 2010-2011 school year the North Carolina State Board of Education (SBE) mandated the use of the North Carolina Teacher Evaluation Process (Evaluation Process) for use in all public school systems in the state to conduct teacher observations and evaluations. The Evaluation Process replaced the Teacher Performance Appraisal…
Descriptors: Rural Schools, Principals, Teacher Evaluation, State Standards
Lesson Plans Can Make a Difference in Evaluating Teachers.
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Frudden, Sally J. – Education, 1984
School administrators served as subjects to determine the effectiveness of teacher evaluation procedures. Examination of teacher's lesson plan had no effect on teacher assessment. However, prior assessment of lesson plan via an evaluation instrument improved effectiveness of evaluation of teacher's task sequencing skills, subject knowledge, and…
Descriptors: Classroom Observation Techniques, Evaluation Methods, Faculty Evaluation, Lesson Observation Criteria
A Developmental Perspective on the Growth of Student Teachers Using the COKER and TPAI.
DeBruin, Jerome E. – 1983
Two student teacher evaluation methods used by the University of Toledo are the Classroom Observation Keyed for Effectiveness Research Instrument (COKER) and the Teacher Performance Assessment Instrument (TPAI). The COKER is an objectively administered low inference system for recording teacher and student interactions in the classroom. (The form…
Descriptors: Classroom Observation Techniques, Evaluation Criteria, Evaluation Methods, Evaluators
Observation as an Approach to Measuring Teacher Competency.
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Wiersma, William; Gibney, Thomas – Action in Teacher Education, 1985
Much of the responsibility for measuring teacher competency rests with teacher educators. Instead of developing new observation inventories, educators should use available ones. This article describes instruments used at the University of Toledo's competency-based teacher education program since 1979 and suggests they are broad enough to be used…
Descriptors: Competency Based Teacher Education, Evaluation Methods, Minimum Competency Testing, National Competency Tests
The Influence of Daily Variation in Teacher Performance on the Reliability and Validity of Assessment Data.
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Cronin, Linda; Capie, William – 1986
The influence of day-to-day variation in teacher performance on the reliability and validity of teacher assessment was examined. An attempt was made to identify and quantify sources of score variation attributable to differences in teacher performance, day of observation, observers, and test subscales; and to determine their effects on reliability…
Descriptors: Behavior Change, Behavior Rating Scales, Classroom Observation Techniques, Evaluation Methods
Performance-Based Certification in Georgia. Teaching Field Criterion-Referenced Tests Development. On-the-Job Assessment Development. Schedule for Implementation of Performance-Based Certification.
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Georgia State Dept. of Education, Atlanta. Office of Planning and Development. – 1979
Performance-based teacher certification in Georgia is centered on: criterion-referenced tests, and on-the-job assessment procedures for student teachers and beginning teachers. A state-funded contract was awarded to develop teacher certification tests, resulting in a 250-item pool and 15 criterion-referenced tests for 32 teaching fields. Cutting…
Descriptors: Beginning Teachers, Classroom Observation Techniques, Competency Based Teacher Education, Criterion Referenced Tests