Superintendents' performance evaluations continue to be too frequently conducted through a highly informal, subjective process, based more on impressions than data. Several states require school boards to use student performance data in evaluating their superintendents. Student achievement data, focusing on continuous improvement, should certainly be considered in the process of superintendent evaluation. A fair and unbiased evaluation of superintendent performance must be based on multiple sources of data that reflect performance in the many facets of the position. Superintendent evaluations are almost always performed quickly in an attempt to satisfy a legal requirement or a policy mandate. If the evaluation is merely an event, it has little, if any, impact on the professional growth of the superintendent or improvement of the school district. In this article, the author discusses the importance of devoting adequate time and resources to the design, development, and execution of a comprehensive and quality performance evaluation system. (Contains 5 resources.)