Competency evaluation methodology facilitated the investigation of factors re lated to teacher performance in the classroom. This three-year investigation, which entailed assessments of 393 be ginning teachers, included the study of variables that had not been previously associated with the evaluation bf begin ning teachers, such as the impact of teachers working with female principals as compared with teachers working with male administrators. The authors discuss the direct implications of their findings for teacher education and the indirect effect of TPAI-type practices on certifica tion policies.
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