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…

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)

Provides a twofold plan for staff development and peer evaluation linking evaluation and training of teachers. This process enables teachers to have their professional needs met while treating them as individuals and improving classroom skills. Includes a classroom observation checklist and a teacher evaluation system form. (MD)

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)

The principal has a duty to assess the worth (make a summative evaluation) of the various parts of the organization, including teachers, and the further responsibility for making provision for the formative evaluation of the teaching staff with a view to assisting them in their personal and professional growth. (Author)

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)

A typology of evaluation techniques intended to help school personnel to compare and contrast various approaches. (Author/MLF)

In a research-based approach, the responsibilities involved in teacher evaluation, including unclear and conflicting areas, are reviewed. The author provides a set of six guidelines to consider when developing evaluation systems. (MD)

Presents 20 items from a 100-item multiple choice instrument developed to evaluate the characteristics of successful principals. Includes answers to the 20 items and cautions that if something is identified as important it may be emphasized too much. (MD)

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