Document Type

Article

Publication Date

2-2013

Publication Source

School Administrator

Abstract

Knowing the factors used in the annual performance evaluation of superintendents is foundational to building a more effective process. The accompanying graph, based on AAS~s decennial survey of the field, shows how superintendents rank seven response options about the conduct of their own assessments by school boards. Critics claim current evaluation practices are plagued by ambiguous purposes, unrealistic expectations, uneven and subjective processes, and invalid outcomes. The overall quality of superintendent evaluations suffers from the variation in the bases of assessments and the number and competence of the evaluators. The limited application of national standards (such as those published by AASA in 1993) and state superintendent association guidelines is especially disturbing because such documents should include essential and validated job requirements. Greater uniformity in evaluation criteria, within and across states, would be a step toward ensuring more purposeful and objective outcomes.

ISBN/ISSN

0036-6439

Document Version

Published Version

Comments

This piece is a recurring feature in School Administrator magazine. Archived issues are available on the magazine's website.

Publisher

AASA: The School Superintendents Association

Volume

70

Issue

2