Most of us in public schools would agree that teacher evaluation procedures are modes in results, to often inept, and constrained by traditional lines of authority. As often happens, principals pop in, check up, and then forward a document up the line that, at worst, is marked "needs improvement." Out of sight, out of mind. The truth is that unless classroom management is noticeably inept or becomes an irritant, poor teaching is usually tolerated.

On this site you will find a concise guide for those who want to break away from traditional beliefs about personnel evaluation and get effective answers to these questions:

1. Who should teach?
2. Who should not teach?
3. How can we shorten the learning curve to insure that new teachers become and remain competent?
4. How can we improve our teacher retention rate?
5. How do we broaden responsibility for instructional competence beyond the principal and school management?
6. Where does real reform begin?

A peer review and mentoring program is more than just another teacher evaluation model. Done correctly, peer review will answer the above questions in a way that makes sense for all school personnel and for the students in our charge.