Teacher Evaluation: Learning for Improvement and

The study reported in this paper builds upon earlier research designed to examine issues associated with initiating an effective teacher evaluation effort and integrating it into district practices. The paper describes four districts which have made substantial progress in initiating and organizing teacher evaluation programs and presents the view that teacher evaluation is primarily an organizational problem, not a technical one. Introductory comments suggest that evaluation is central to teaching quality and educational reform but that interest in evaluation tar outruns the level of effective practice. The four districts that successfully began programs are briefly described in chapter 2, as are lessons offered by the organizational processes involved. Chapter 3, "Organizational Change for Teacher Evaluation, " analyzes factors that promote implementation of evaluation programs, including trus