Accountable Teacher Evaluation

Accountable Teacher Evaluation

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Author: Hans A. Andrews

Toward Highly Qualified and Competent Teachers

Many school reforms have been mandated by state and national legislation over a thirty-year period. The national alert regarding the lack of quality teaching taking place in many American schools was sounded when A Nation at Risk: The Imperative for Educational Reform was published in 1983. The No Child Left Behind legislation in the early 2000s, promoted by President George W. Bush and his administration, called for highly qualified teachers in all classrooms.

Preparing and identifying highly qualified teachers as required in the No Child Left Behind law is not in itself enough! This definition only relates to having teachers properly credentialed with a major, minor, or specifically outlined course work in the subject areas and levels of subjects to be taught. It does not identify the competence of these teachers. Competence is manifested in classroom teaching and delivery to students and in student outcomes. Evaluation of faculty by competent administrators is necessary to document either competency or lack of competency in classroom teaching. Accountable Teacher Evaluation provides the blueprint necessary to assure that highly qualified and competent teachers will be present in every classroom.



Acknowledgments xi
Prologue xiii
The Author xiv

  1. Justification for Accountable Evaluation Systems
    1. Accountable Teacher Evaluation for Improvement of Instruction
    2. Developing Faculty and Union Support for Administrative Evaluation
    3. Toward an Accountable Evaluation System
    4. Setting Quality Teaching Standards for Every Teacher
  2. Establishing Teaching and Evaluation Standards
    1. Effective Evaluators and the Evaluation Process
    2. Defining Quality Standards for The Evaluation Form
    3. Case Studies: Formative to Summative
    4. Recognition: A Need Unfulfilled!
    5. Types of Recognition Plans
  3. Implementing Accountable Outcomes
    1. Progressive Remediation: Standing Strong for Quality
    2. Research on Post-Tenure Evaluations
    3. Governing Boards: Responsibility for Assuring Highly Qualified and Competent Faculty
    4. The Legal Basis for Teacher Terminations
    5. Practical Considerations and Reasons for Tenure Terminations
    6. Tenure Dismissal Processes
    7. Part-time faculty: Major growth
    8. Epilogue: Highly Qualified and Competent Teachers in Every Classroom

Appendix A


Evaluation inflation must be stopped. Dr. Andrews' latest treatise offers many practical and proven suggestions for improving the evaluation of teachers at the community college and K-12 levels. He includes an overview of research on a variety of significant components, comments from various union officials. Administrators who are developing or revising their teacher evaluation procedures and criteria will find much to ponder in this handbook.


This practical handbook on teacher evaluation is a thorough guide through the intricate issues surrounding teacher evaluation. The information, tools, and strategies contained in this guide enhance the opportunity to move teacher evaluation from the task of fulfilling regulatory guidelines to improving teacher performance and increasing student achievement.


, Director, Center for Principal Development; National Association of Secondary School Principals

This book is a call to action for K-12 and community college instructional administrators. Its message is compelling: supervisory evaluation of teaching is generally lacking and this needs to be corrected-fast! Based on extensive research and experience, Hans Andrews presents a convincing case for why reform of faculty evaluation practices, improvement strategies and reward processes is needed. Simply stated, students deserve it and the public demands it. Using case studies and examples from the field, the author provides theory and practice that can be adapted at the local level to ensure that teachers perform effectively in the classroom over their entire career.


, Associate Vice President for Academic Affairs at NTID/Rochester Institute of Technology
 and Senior Scholar, American Associate for Higher Education
, Attorney, Seyfarth, Shaw, Fairweather & Geraldson, Chicago
About the Author:

HANS A. ANDREWS has been a leader in the field of faculty evaluation as both a practitioner and a researcher in community colleges and secondary schools for over 35 years. He has had three previous books published on the topic of faculty evaluation. His experiences include being dean of a community college evening program, vice president for community and student services, dean of instruction and a community college president. He has evaluated over 600 faculty members and conducted over 1,500 classroom visitations including written reports and oral evaluation sessions with each individual faculty member.

Dr. Andrews' previous books on the subject of faculty evaluation are Evaluating for Excellence (1985), Merit in Education (1987) and Teachers Can Be Fired: The Quest for Quality (1995). Andrews has had over 35 journal articles published on this subject and over 40 other professional articles on related higher education topics. In addition, he published the first book on the dual-credit movement across America entitled The Dual-Credit Phenomenon: Challenging Secondary School Students Across 50 States (2001). His articles have appeared in the American School Board Journal, New Directions for Community Colleges series, The Journal of Applied Research in the Community College, Trustee Quarterly, NASSP Journal, The School Administrator, Journal of Personnel Evaluation in Education, Community College Review, American Community College Journal, The Community College Enterprise, Journal of Faculty Development, Community/Junior College Quarterly, The Journal of Staff, Program & Organization Development and several other journals. His work on teacher evaluation and recognition programs also appeared in Psychology Science Collection in the People's Republic of China.

Andrews has served on four editorial boards: The Journal of Staff, Program & Organization Development; The Community Services Catalyst; Community Education Journal; and, Administrator: Practical Ideas and Key Issues in Higher Education.

Andrews is often a speaker at national community college and trustee conferences on the topics of evaluation, teacher recognition programs, and the development of dual-credit programs. In addition, he consults with individual colleges and secondary schools on these topics.

Andrews has conducted research projects on evaluation and merit programs with grants from the American Association of Community Colleges (AACC), American Association for Higher Education (AAHE), and North Central Community Junior College Association (NCCJCA). He has been a faculty member for the North Central Dean's Academy and the National Division Chairs' Academy for Community Colleges as well as a management consultant for the American Association of Community Colleges (AACC). In addition, he has consulted with a number of state superintendent and principal organizations, education associations, and numerous community and technical college faculty and administrative groups in both the United States and Canada. Andrews also had the opportunity to present his concepts of effective evaluation at Northeastern University in Shenyang, People's Republic of China.

In addition to his 35 years in community colleges, Andrews' experiences include several years of secondary school experience as a teacher and a director of guidance and counseling. He has also taught as a part-time professor at Illinois State University. Andrews is now the Distinguished Fellow in Comunity College Leadership at Olney Central College in Olney, Illinois.

The rewards that come from improved instruction for students, resulting from faculty development, is the driving force in Andrews' administrative, teaching, and publishing efforts.

Details: 2004 [ISBN: 1-58107-087-X; 448 pages; 5 1/4 x 8 1/4 inch; soft cover]