The development of behaviorally-anchored rating scales (BARS) will permit researchers measuring the effectiveness of school administrators to utilize sound, ethnographic methods instead of relying on traditional, theory-based rating systems. In this document the author describes his own modified process for developing BARS and explains the strengths and weaknesses of the BARS approach. The author asked five school principals to develop lists of essential administrative tasks and to describe in their own terms practical behaviors that were effective and ineffective in performing those tasks. The author compiled the results and is currently testing their validity with a second group of principals. When his project is concluded, the author will have a list of 14 tasks, with related behaviors ranging from the effective to the ineffective. The BARS approach is cited as encouraging descriptive validity, providing for adequate descriptive language, and taking into account the social meaning of behaviors, three factors that empirical behavior measures tend to overlook. Shortcomings of BARS, according to the author, include its dependence on multiple criteria, the complexity and time-consuming nature of the scale-developing process, and the subjectivity involved in interpreting measurement results. (PGD)