ERIC Number: ED257181
Record Type: RIE
Publication Date: 1985
Reference Count: N/A
Evaluating Administrative Performance. ERS Report.
Educational Research Service, Arlington, VA.
This report summarizes the results of the Educational Research Service's 1984 nationwide survey of school district practices in administrative evaluation. It also includes a review of research on the topic over the past 10 years, an overview of the statutory regulations in the 27 states that mandate administrator evaluation, and 11 examples of school districts' administrator evaluation plans. The literature review covers eight topic areas: purposes of evaluation, evaluation procedures, defining administrator effectiveness, the assessment center process, management by objectives, motivation, peer and client-centered evaluation, and incentive pay for administrators. The report of the survey itself describes the survey methodology and findings and discusses interpretations of the data. The major findings are presented in tabular form. Ten of the 11 tables are devoted to the practices of districts with formal evaluation procedures--85.9 percent of those responding to the survey. The data cover such factors as the use of probationary periods for evaluations, the characteristics of evaluators, the frequency of evaluations, and the purposes, methods, and effectiveness of evaluation policies. Appendixes include a description of the Assessment Center process and excerpts from a manual covering a state-mandated Administrator Career Ladder Plan. (PGD)
Descriptors: Administrator Evaluation, Administrators, Assessment Centers (Personnel), Board of Education Policy, Elementary Secondary Education, Evaluation Methods, National Surveys, Probationary Period, School Districts, State Legislation, State School District Relationship, Tables (Data)
Publication Sales, Educational Research Service, Inc., 1800 North Kent Street, Arlington, VA 22209 (Stock No. 219-21714; $34.00).
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Administrators; Practitioners
Authoring Institution: Educational Research Service, Arlington, VA.