ERIC Number: ED318088
Record Type: RIE
Publication Date: 1989-Aug
Reference Count: 0
Developing Policy on Evaluation and Assessment of School Board and Superintendent Performance.
A comprehensive evaluation process begins with school board policy. Policy should provide direction by addressing the issues of who and what are to be evaluated, why evaluation is needed, when and by whom the evaluation is to be completed, and how the information is to be reported. An evaluation system, regardless of who is evaluated, should focus on growth. The instrument and data gathering method should be chosen according to the type of information desired and the specific school in question. If evaluation is to provide for growth, it must be approached positively and allow feedback from the individuals being evaluated and recommendations by the board. Sound evaluation is based on job description. School board functions to be evaluated include planning and policy, legislation, judicial responsibilities, and appraisal and evaluation. The superintendent, as the chief executive officer of the board, should be directly involved in each of the four areas and make recommendations that the board can accept, reject, or modify. The superintendent evaluation process should be constructive, ongoing, and focused on improving performance. Appendices provide examples of superintendent's evaluation guidelines, superintendent's job description, and an instrument used to evaluate the superintendent's performance in a Nevada school district. (MLH)
Publication Type: Reports - Evaluative; Tests/Questionnaires; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council of Professors of Educational Administration (Tuscaloosa, AL, August 13-18, 1989).