When funding for the federal research and development center, which was created to promote improved evaluation in the schools, was discontinued, members and participants in the annual National Evaluation Institute formed a new organization, the Consortium for Research on Educational Accountability and Teacher Evaluation (CREATE). Interested…

Introduces the articles in this special issue, which focus on personnel evaluation across the spectrum of higher education. All relate to a growing interest in holding college professionals accountable for their job performance. (SLD)

The application of multilevel data analysis as a method for assessing and improving principal performance evaluation is demonstrated. The demonstration used the theoretical domains of principal performance-based leadership proposed and tested by R. Heck, T. Larsen, and G. Marcoulides (1990) as a basis for developing an evaluation approach. (SLD)

Critical issues addressed in the literature with regard to teacher evaluation, appraisal instruments, and their use are reviewed. The focus of the study is to provide ideas and suggestions on improving the evaluation process, something best achieved by matching the appropriate instrument with that which it purports to measure. (SLD)

A conceptual frame is offered for the investigation of issues related to teacher participation in educational governance and teacher evaluation. In a restructured school system both teachers and schools would seek evaluation, not in response to demands for accountability, but as a step toward performance improvement. (SLD)

Integrated portfolios can establish accountability for novice teachers and support professional development for novice and experienced teachers. Comprehensive portfolios for evaluating novices and critical incident portfolios for evaluating experienced teachers are described, and procedures for their review are discussed. Illustrations of their…

Previous articles in this issue have provided the background for the new model for superintendent evaluation presented. The model recognizes the many facets of the superintendent's professional activities and attempts to encompass the evaluation of the superintendent's total performance. The flexible model will take on different forms as…

The articles of this special issue focus on problems and deficiencies in the evaluation of school superintendents. They explore ways to improve superintendent evaluation, drawing on the literature, political realities, educational philosophy, and the theory and practice considered essential for good evaluation. (SLD)

Methods of teacher evaluation in public school districts in Ohio were studied in a 272-district sample. Comparison of data with seven theoretical models from the literature on teacher evaluation indicates that 84 percent of responding districts use a traditional Trait Model (teaching in terms of traits) to evaluate the teacher. (SLD)