Improving Teaching: An Alternative To Supervisory Evaluation

Improved teaching, one of the ultimate objectives of much educational activity, continues to pose problems for theorists and researchers, as well as for practitioners. Although the practitioners need to look to researchers and theorists for guidance in the decision-making activity necessary to the operation of the institution, no cause-effect relationships have come forth to assist the evaluator of the teaching process. Decision-making affecting personnel in the school setting must continue to rely on experience-based intuitive prediction and assessments that constitute the best judgments at the time