Studied the current state of school superintendent evaluation practices across the United States using state policy guides and materials. Findings show that 8 of 50 states do not have requirements or guidelines for superintendent evaluation and other states do not meet all the essential criteria for quality personnel evaluation. (SLD)

Relationships between organizational effectiveness and the effectiveness of organization leaders were studied for 112 elementary school principals in Alberta (Canada) who rated effectiveness on 38 organizational and 29 leadership criteria. Results support a close relationship between the two constructs and highlight the complexity of educational…

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…

This article attempts to outline the issues and to describe the process of developing a metaevaluation framework for assessing the quality, efficiency, and effectiveness of the performance-assessment instruments being created by the National Board for Professional Teaching Standards. The metaevaluation framework consists of a set of evaluation…

This article identifies 12 commonly used models for evaluating superintendents and analyzes them through questions related to the "Personnel Evaluation Standards" of the Joint Committee on Standards for Educational Evaluation. Models are grouped into those based on global judgment, judgment based on specific criteria, or data-driven…

It is argued that establishing assessment criteria in teacher evaluation is not synonymous with demonstrating content validity. Validity and standards-related issues in developing teacher performance assessment criteria are discussed, with reference to the Praxis Series of professional assessments for beginning teachers. (SLD)

The current state of superintendent evaluation is described as reflected in the research literature, drawing especially on five surveys of school districts, and an effort is made to identify the most important issues in improving evaluation. Specific attention is given to the methods suitable for superintendent evaluation. (SLD)

Attitudes of 81 principals in 4 urban school districts were surveyed to determine the importance they placed on common criteria for teacher selection, perceptions of the assessability of these criteria, and relationships between importance and assessability. High levels of agreement about criteria are discussed. (SLD)