ERIC Number: ED284124
Record Type: RIE
Publication Date: 1987-Mar-5
Reference Count: 0
A Functional Approach to Performance Appraisal of School Psychologists.
Kruger, Louis J.
This paper presents a functional approach to the performance apppraisal of school psychologists, citing the high likelihood of increased public demand for accountability from human service professionals and a paucity of systematic efforts to appraise the performance of school psychologists as evidence of the importance of this topic. A functional approach to performance appraisal is defined as one that facilitates the improvement of a school psychologist's performance. It is argued that the functionality of performance appraisal is enhanced by setting the conditions for supervisees (school psychologists) to participate in the appraisal process. Factors that seem to mediate the relationship between participation and its potential benefits are delineated. The dimension of performance (what a school psychologist does) as an appraisal target is distinguished from competence and effectiveness. Based on the importance of maximizing the fairness and functionality of performance appraisal, it is suggested that the focus of appraisal efforts be on the performance (not competence or effectiveness) of school psychologists. A recommended process for appraising the performance of school psychologists is outlined which involves the following activities: (1) determining what categories of performance should be appraised; (2) constructing appraisal scales; (3) developing a plan for collecting data about performance; (4) using a scale to rate performance; (5) selecting performance categories for improvement efforts; and (6) maintaining performance improvement. (Author/NB)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association of School Psychologists (New Orleans, LA, March 4-8, 1987).