Most states mandate evaluation of all certified employees, but most school systems lack a prescribed evaluation process for counselors, nurses, librarians, media specialists, and school psychologists. The Professional Support Personnel Evaluation Model defines a prescriptive, yet flexible seven-step process based on identifying system needs and…

Describes career changes and retirement choices made by outgoing "career" superintendents. Choices ranged from teaching and consulting to administering philanthropic organizations and launching a charter-boat business. (MLH)

When selecting diversity consultants, administrators should supervise hiring decisions, recognize that cheaper is not better, realize that good writers are not always good speakers, avoid interest-group advocates lacking political savvy, discourage consultants with destructive/disrespectful approaches, and accept partial responsibility for…

Top school administrators and school boards across the country are increasingly employing a private-sector incentive: bonus pay for improved (school) performance. Connecticut, Texas, and North Carolina have merit-pay clauses in superintendents' contracts. This article discusses pay-for-performance criteria, increased job expectations, and ethical…

To select an appropriate instrument for evaluating principals, evaluators must decide what they want to know, locate the best instruments for their purposes, judge test credibility, determine what support is provided for followup and professional development, and consider practical issues. Sidebars discuss types of instruments and provide tips for…

An AASA study of superintendent evaluation found weak criteria and few comprehensive models. Only Hawaii, Oregon, and Texas had evaluation materials fully matching all AASA professional standards. Boards should gauge expectations, use AASA standards as a framework, match criteria to job descriptions, and peruse multiple data sources. (MLH)

New superintendents' most common mistakes include extolling a previous district's way of doing things, assuming they are the only experts, having answers before knowing the questions, developing person-specific rules, having either an open- or closed-door policy, redecorating, and being a conspicuous consumer. Avoidance strategies are outlined.…

To penetrate illusions of power and control (the world as logical, leaders as controllers, progress as quantifiable, power as hoardable, organizational charts as restructuring, and risk- taking as policy-directed), leaders must connect with followers through values and common purpose. (MLH)

Describes the essential elements of a student bus transportation contract with a private transportation service company such as reporting requirements, problem-solving procedures, and performance penalties and incentives. (PKP)

Criticizes Michael Leo Owens's commentary on why urban black parents favor vouchers, but black leaders do not. (PKP)

Former superintendent tells teachers and administrators how to maintain their "sense of calling" in an era of accountability. (PKP)

Discusses four attributes of a decision-making process to resolve ethical dilemmas successfully: consists of core, shared values; emphasizes right-versus-right rather than right-versus-wrong; provides resolution principles; emphasizes moral courage. Describes characteristics of moral courage. (PKP)

Describes five qualities of effective leaders: Focus, passion, wisdom, courage, and integrity. Asserts that these qualities are rooted in faith and soul. Uses Harry Potter and Beowulf stories to illustrate spiritual development. Describes four gifts leaders can bestow on others: Authorship, love or caring, power, and significance. Authors wrote…

Asserts that superintendents have several kinds of relationships, all involving some conflict, that require ethical and moral attention. Contends that superintendents should have the courage to risk ethical forgiveness in these relationships. Describes five characteristics of ethical forgiveness: Wholeness, inner balance and peace, release,…

Urges elementary and secondary schools throughout the country to redefine their purpose in the aftermath of September 11. Offers several ideas and examples. (PKP)