NASSP Bulletin

ncouraged by teachers to continue using his evaluation techniques, the author describes here how a shared change process works. After presenting his guidelines, he shows how they are applied to his observational model.

Performance evaluation, this writer says, is basic to human motivation. And properly used it is a key administrative tool. He looks at some basic principles of evaluation here.

How better to evaluate teaching effectiveness, asks this writer, than by evaluating the products of the teachers and their students? Completed projects, student essays, teaching assignments all provide valuable information about teaching performance.

Are teachers prepared to assess the effectiveness of their classroom instruction? The author explains what she learned from a survey of junior and senior high school teachers to determine their current practices and concludes by urging schools to provide inservice programs in the area of measurement skills.

What causes teacher burnout ? What steps can the administrator take to ensure that teachers do not fall victim to it? This writer offers his thoughts on what he terms the supervisory challenge of the '80s.

Many school administrators lament that they do not have adequate time to supervise and evaluate instruction. This article presents a model which the writer says is intended to be more humanistic and clinical by involving teachers in the process.

In order to meet the needs of both evaluators and evaluatees, this writer says, evaluation programs must be developed that are both flexible and structured. He offers some basic premises for guiding teacher evaluation on the following pages.

Does the principal's presence in the classroom for evaluation purposes have any effect on student and teacher behavior? The author reports what research has learned on this subject and cautions school administrators to at least be alert to the observer effect.

Methods for evaluating teacher effectiveness abound, and this author attempts to assist administrators by classifying and comparing some of those methods.

What is the main function of teaching? What can the teacher do to facilitate learning for all students? How important are informal learning sources? As a starting point for discussion of these and other questions this writer offers a checklist of premises.

Responding to two articles in the January 1979 Bulletin about the role of principals as instructional leaders, the writer here claims that he's not in total agreement with either of the positions presented earlier and describes those aspects of the debate he believes are salient. Readers are invited to write their thoughts to the editor.

Perhaps the most difficult task for principals is is effectively supervising the school instruction staff. One reason the supervision process— including evaluation, remediation, and dismissal — is so difficult, these writers say, is the absence of a simple blueprint for action. One is provided here.

A former principal and superintendent, the writer believes community relations is an extremely important responsibility of today's school administrators. He presents here his model for a good community relations program. As a summary of the essentials, it will help the principal know what has to be done in SCR, he says.

Education is at a crisis point, this author warns, and principals cannot afford to turn their heads away from what needs to be done: improving the quality of their school curricula. Having worked with J. Lloyd Trump in NASSP's Model Schools Project, he points out that the evidence shows administrators and teachers must work together to bring about meaningful change.

Most principals operate their schools on the basis of an eclectic educational theory, says th is writer, who presents three widely accepted theories and shows how they undergird administrative practice.

Secretaries are a valuable staff resource for principals, this writer explains, if their skills are utilized effectively. He suggests some working procedures that he finds successful.

What kinds of stress are associated with teaching? The authors report on an effort designed to identify and measure such st ress.

Obviously a true and loyal trekkie, the author takes readers by the hand and shows how Star Trek is more than a television show about space exploration and the future. Kirk's style demonstrates that there are goals to be achieved, the author says.