This report, the fourth and final volume of a series, examines in a summary fashion the results from a massive study of performance appraisal policies and procedures currently used in Ontario school boards. The study, a two-year undertaking, focused on appraisal practices for certified educational personnel in Ontario: teachers, principals, consultants, superintendents, and directors. Answers to four basic questions were sought: (1) What types of performance appraisal policies have been adopted by Ontario school boards? (2) To what extent have these policies been implemented? (3) What types of appraisal practices are most effective? and (4) What processes have school boards used to develop and implement their performance appraisal policies? Based on a conceptual model relating performance appraisal to organizational goals, the discussion focuses on the following aspects of performance appraisal policy: preparation, data collection, reporting and followup, evolution of policy, impact, and effectiveness. A summary lists 11 important findings from the study, and the conclusion discusses policy implications of the study as a whole. (TE)