This paper explores two questions: "What philosophical views of educational leadership will adequately allow us to meet the demands of a rapidly changing world?" and "How should such leadership be assessed?" The article asserts that evaluation of educational leadership needs to break away from the limitations of restrictive models to become…

Article discusses the Stull Bill and its effects on the evaluation of school personnel, all certificated personnel in California

Comments on a proposal for specific and regular monitoring and performance appraisal of chief education officers in Britain. Suggests that Department of Education and Science research projects into the workings of Local Education Authorities should focus on how chief education officers might improve their performance and contribute toward making…

Proposed: A Rating Scale for academic administration, the ratings to be made by the faculty to help administrators improve the effectiveness of their work. (Editor)

Principals want to be evaluated in a system that: (1) measures reality, (2) considers only the variables that can be controlled, (3) spells out clearly and ahead of time what the principals are to be measured against, (4) is not subject to different conclusions by different evaluators, and (5) permits principals to have some voice in determining…

Results of a questionnaire sent to college presidents in early 1970 are analyzed. (SP)

Reprint of an NEA committee on Professional Ethics document which found Jim Cherry of De Kalb County, Georgia, guilty of violating the code of Ethics of the Education Profession and ordered his expulsion from membership in the NEA. (Author/JL)

Ways for improving college level faculty evaluation are examined. Three criteria are discussed: research performance, teaching performance, and administrative performance. Desirable features of faculty rewards systems are also described. (RM)

Contends that outside management auditors would be "snoops," that using them would indicate a school board's lack of trust and promote divisiveness among employees, and that management audits are based on the false ideas that schools can be run like businesses and that boards do not know their responsibilities. (RW)

The Ashwaubenon (Wisconsin) school board bases its superintendent's evaluation on the job description and on three to five specific goals that the board and superintendent mutually agree upon. The areas of evaluation used from the job description are people management, task management, and personal competence. (Author/MLF)

Reports the results of a study of principals as middle managers. Concludes that middle managers should enjoy privileges commensurate with their professional stature, be held accountable for their clear responsibilities, and be evaluated according to well-understood and accepted criteria. Recommendations are offered. (Author/WD)

Presents a lighthearted questionnaire designed to help administrators identify some of the symptoms of problems that may be affecting their careers. (Author/MLF)

Discusses five tasks basic to effective administrator evaluation: development of district philosophy; identification of activities crucial to school success; determination of operational procedures; utilization of forms and records which reflect district philosophy; and examination of the components of the system during a trial period. (JD)

Results indicate that there is an implicit theory of leadership that encourages individuals to choose to remain committed to a dubious course of action because the opportunity to receive a positive evaluation is greater with consistency than with experimentation. (Author/IRT)

Based on analysis of responses of business managers, superintendents, school board members, principals, and supervisors to the Leadership Behavior Description Questionnaire, the successful school business manager would exhibit high initiating structure and consideration when working with principals and supervisors in the school organization. (SB)