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ERIC Number: ED193742
Record Type: Non-Journal
Publication Date: 1980-Sep
Pages: 5
Abstractor: N/A
Reference Count: N/A
Principal Evaluation. Research Action Brief Number 12.
ERIC Clearinghouse on Educational Management, Eugene, OR.
The research considered here provides the basis for a number of general observations. Evaluation itself appears to be worthwhile, both as a way of measuring principal performance and of improving it by focusing attention on how principals are doing. The best evaluators appear to be teachers. District personnel and outside observers can also make useful evaluations. Principal self-evaluations are not very objective. Quality (how effectively principals perform key competencies) is more important than quantity (how often they perform them). Evaluations should focus on competencies that make a difference in the quality of education schools provide; key competencies are not always what educators think they are. Staffing and curriculum and instruction are important areas of leadership, and implementing and evaluating are key functions. The best evaluations are made by large groups of evaluators using precise instruments. Moreover, principals, who are, after all, the group being evaluated, should have a say in the kind of evaluation program that is used. Principals who help with the process and understand how it works will perceive that, despite its problems, evaluation is an opportunity, not a threat. (Author/IRT)
ERIC Clearinghouse on Educational Management, University of Oregon, Eugene, OR 97403 (free)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Educational Management, Eugene, OR.