Analyzing growth rates and percentiles of achievement are two ways that school systems can evaluate school performance. Boards should also consider parent-teacher satisfaction, internal management systems, school board evaluation, and a number of other indicators. (MLF)

Guiding principles to help new school board members perform effective board service include being team players and remembering that their prime function is policy making, not administration. (MLF)

Outlines four steps to follow in doing a full superintendent evaluation: (1) set clear goals for the superintendent, (2) follow up on the goals, (3) get other administrators' views of the superintendent, and (4) present the findings to the superintendent. Includes examples of questions to ask. (MD)

Summarizes the characteristics of a winning school board team and provides a "togetherness index" to help boards evaluate their effectiveness. (MLF)

Special attention should be given to performance evaluation, contract renewal, and termination in the language of employment contracts for superintendents. (MD)

Describes a 1984 report from the Rand Corporation that studied teacher evaluation practices. Problems revealed include lack of resolve and competence in principals, resistance or apathy of teachers, inconsistent evaluation practices between schools, and inadequate training for evaluators. (TE)

Outlines a 13-step process to develop a tailor-made administrator evaluation system for schools which emphasizes process and anticipates resistance to change. (MD)

Describes a method used by the board of an Ohio school district for assessing a superintendent's personal style. The commercially developed Persona Matrix system enabled five evaluators to determine whether the manager was of the promoting, analyzing, controlling, or supporting type. (TE)