Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Source
| NASSP Bulletin | 141 |
Author
Publication Type
Education Level
| Secondary Education | 1 |
Audience
| Practitioners | 33 |
| Administrators | 16 |
| Policymakers | 4 |
| Teachers | 1 |
Location
| Connecticut | 2 |
| Florida | 2 |
| Arkansas | 1 |
| Australia | 1 |
| Canada | 1 |
| Canada (Toronto) | 1 |
| Minnesota | 1 |
| New York (New York) | 1 |
| Oregon | 1 |
| South Dakota | 1 |
| Texas | 1 |
| More ▼ | |
Laws, Policies, & Programs
| Education Amendments 1972 | 1 |
| Race to the Top | 1 |
| Title IX Education Amendments… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
A Study of How Secondary School Principals in Minnesota Perceive the Evaluation of Their Performance
Direct linkMuenich, John Andrew – NASSP Bulletin, 2014
The purpose for this study was to ascertain the perceptions principals of public secondary schools in Minnesota have in relation to the evaluation of their job performance. Responding principals reported that past evaluations have been fair and consistent but have questioned their value with regard to professional growth. When asked if student…
Descriptors: Principals, Secondary Education, Administrator Evaluation, Administrator Attitudes
Peer reviewedReedy, Randy – NASSP Bulletin, 1995
If evaluation is to communicate and promote student learning, it must be separated into formative and summative components. A grading policy that provides nonthreatening feedback (via observation of student work, group evaluation activities, classroom participation, homework, reports, discussions, and portfolios) can help students concentrate on…
Descriptors: Evaluation Methods, Formative Evaluation, Grading, Learning Processes
Peer reviewedHerman, Jerry J. – NASSP Bulletin, 1988
Because competency evaluation is such a critical part of educational administration, a clear, unbiased system for evaluating administrators is needed. This article proposes a model with clearly stated competency areas, a list of example indicators, an evidence requirement, and weighted competencies. Includes five figures. (MLH)
Descriptors: Administrator Evaluation, Evaluation Criteria, Evaluation Methods, Models
Peer reviewedZakrajsek, Barbra – NASSP Bulletin, 1979
Fifteen models for evaluating the principal are presented and the strengths and weaknesses of their components are analyzed. (Author/MLF)
Descriptors: Accountability, Administrator Evaluation, Evaluation Criteria, Evaluation Methods
Peer reviewedGorton, Richard; Ohlemacher, Roger – NASSP Bulletin, 1987
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…
Descriptors: Counselor Evaluation, Evaluation Criteria, Evaluation Methods, Principals
Peer reviewedMoses, Joseph L. – NASSP Bulletin, 1977
Descriptors: Administrator Evaluation, Evaluation Methods, Secondary Education
Peer reviewedMyers, David D. – NASSP Bulletin, 1977
Descriptors: Administrator Evaluation, Evaluation Methods, Secondary Education
Peer reviewedGrossnickle, Donald; Thiel, William B. – NASSP Bulletin, 1981
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)
Descriptors: Evaluation Methods, Guidelines, Secondary Education, Teacher Evaluation
Peer reviewedHersey, Paul W. – NASSP Bulletin, 1977
Descriptors: Administrator Evaluation, Evaluation Methods, Program Descriptions, Secondary Education
Peer reviewedLarson, David H. – NASSP Bulletin, 1981
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)
Descriptors: Evaluation Methods, Secondary Education, Teacher Dismissal, Teacher Evaluation
Peer reviewedTroyer, Jennifer Gentry; Wood, Charles L. – NASSP Bulletin, 1979
Guidelines and activities are presented for principals to consider as they initiate the preplanning phase for the self-study, an integral part of the accreditation process. (Author)
Descriptors: Accreditation (Institutions), Evaluation, Evaluation Methods, Planning
Peer reviewedCrews, Carole – NASSP Bulletin, 1981
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)
Descriptors: Evaluation Methods, Guidelines, Program Development, Secondary Education
Peer reviewedBoyle, J. David – NASSP Bulletin, 1992
Evaluation of secondary school music programs should not be based on performing groups' success. The Music Educators National Conference has suggested that a comprehensive evaluation should examine several aspects of a school music program, including goals and objectives, leadership, staffing, curriculum and scheduling, instructional materials,…
Descriptors: Evaluation Methods, Models, Music Education, Program Evaluation
Peer reviewedWeybright, Mary – NASSP Bulletin, 1977
Descriptors: Administrator Characteristics, Administrator Evaluation, Administrator Qualifications, Evaluation Methods
Peer reviewedO'Donnell, Robert J. – NASSP Bulletin, 1978
The recommendations in this article, drawn from the evaluation of 52 New England secondary schools, were conducted by the New England Association of Schools and Colleges for accreditation purposes. Recommendations cover curriculum, philosophy and objectives, guidance, student activities, and other areas. (Author/DS)
Descriptors: Educational Needs, Evaluation, Evaluators, Program Evaluation
