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…

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)

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

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)

Presents a teacher evaluation model based on the use of an effective teaching criteria list. Includes two schematic figures. (MD)

Discusses development of the six components of any sound performance appraisal program: (1) explicit job descriptions, (2) definitions of key areas of responsibility, (3) criteria for performance appraisal, (4) methods for data collection and analysis, (5) written procedures, and (6) legal review of all procedures. (PGD)

The role of privilege in defamation suits arising from the evaluation of public educators is explored in light of the "Manguso vs. Oceanside Unified School District" court case, in which a teacher brought a libel charge against a superintendent. (DCS)

Proposes guidelines for principals attempting to evaluate teachers' grading policies. Principals should understand teachers' perspectives, ask for copies of their grading policies, be wary of traits (like "effort") not measuring achievement, consider grading information quality, think about homework's role, expect teachers to use numbers and…

A review of several studies reveals factors affecting the success of teacher evaluations: frequency of observations; teacher involvement in planning and operating the process and coaching peers; definition of expectations; fairness of incentives; and suitable supervisory techniques. Teacher autonomy and the value of evaluations in personnel…

The evaluative processes used to judge the services of contemporary high schools need the involvement of a broader cross-section of educators and new insights. Scrutiny of the regional associations of the National Study of School Evaluation is also needed. (MD)

Outlines the School Climate Audit, a self-assessment system based on 12 factors that have been identified as determinants in successful schools. (MD)

Ten behaviors that can signal that principals are experiencing harmful levels of stress are discussed and possible solutions identified. The behaviors include prioritizing responsibilities inappropriately, responding negatively to work situations, becoming detached, and using time ineffectively. (PGD)

Curriculum development should be a comprehensive process requiring a broad-based view of the educational system and its place within society, thus necessitating the use of a systematic curriculum development model. Such a model is provided here. Three references are provided. (DCS)

A five-rung career ladder designed to allow counselors to assume wider responsibilities and financial rewards is outlined to alleviate the "burnout" counselors experience as a result of their limited opportunities for advancement. (MD)