This article asks and answers the following three questions concerning curriculum evaluation: (1) why evaluate curricula; (2) if curriculum evaluation can be justified, then what are useful curriculum evaluation questions; and (3) given the constraints of time, money, and expertise, how can useful curriculum evaluation be conducted? (DCS)

Offers practical suggestions for minimizing 14 problems that frequently occur when curriculum programs are evaluated. Timing evaluations, evaluating appropriate factors, making meaningful comparisons, meeting skepticism, selecting tests, selecting evaluators, assessing evaluation results, and maintaining credibility are among the concerns…

Performance legitimacy exists when leadership traits valued by subordinates are observed in leaders. This article discusses six facets of leadership that can be measured to determine this legitimacy and tells how a performance legitimacy profile can test the congruence between teachers' and an administrator's evaluations of the administrator's…

A Wisconsin study reveals that most school counselors are evaluated at least annually but that inappropriate evaluation criteria are applied. Recommendations include developing a clear policy, establishing a task force (composed of administrators, counselors, and others) to review existing criteria and procedures, and implementing any new plan on…

Although the practice is commonplace, the techniques for evaluating principals and assistant principals vary across the country. Four of the most frequently used evaluation processes and procedures are examined, based on case studies of four school districts in Ohio, North Carolina, Idaho, and Alabama respectively. (Author/TE)

Effective teacher performance evaluation systems are fair, objective, job-specific, reliable, clear, provide for teacher development, and are oriented toward both the teacher's processes and the teacher's products. Loyola Academy involved teachers in developing an evaluation system exhibiting these features as well as a performance compensation…

Proposes questions that can be raised by principals evaluating the character and effectiveness of their high schools. Suggests studying the nature of daily school operations, the school program, the school's structure and schedule, student activities, staff quality, guidance services, off-campus learning opportunities, administration, and school…

Provides guidelines that may be used by supervisors as a checklist to assist them in conducting evaluation procedures that show proper concern and understanding for the needs of the classroom teacher. (Author/IRT)

Criteria for selecting administrative computer hardware are provided. (MCG)

Outlines 12 steps a principal should follow when he or she has put a teacher on an intensive evaluation cycle because of the teacher's unsatisfactory performance. The steps focus on following and documenting procedures that will lead to a fair dismissal case. (IRT)

Provides an evaluation model and outlines steps to take in planning for the evaluation process. Such planning and organizing ensures that the evaluation process is achieved systematically. (IRT)

Secondary school administrators are increasingly being charged with the responsibility for effectively evaluating their personnel, educational programs, and services. The evaluation conference, if carefully planned and effectively conducted, can be of great benefit to the staff, the school, and the students. (Editor)

Presents an evaluation form that library media specialists, teachers, and students can use to rate their school library media center. (WD)

Administrators at Edina-West Secondary School in Edina (Minnesota) are making the curriculum more specific through an integrated in-service evaluation plan. (Author/MLF)

Physical education contributes to the physical, mental, and emotional health of young people. Administrators must recognize these contributions and ensure an effective program by evaluating and retraining teachers to keep abreast of the recent knowledge explosion in physical education. (CJH)