Performance Appraisals of School Administrators in One Canadian School District
A Contemporary Model
Bibliographic Data
| ID | 8158729 |
|---|---|
| Authors | Anthony H Normore (Florida International University, corresponding author) |
| Year | 2004 |
| Volume | 50 |
| Issue | 3 |
| Publication date | 2004-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v50i3.55089 |
| OpenAlex | W269933934 |
| Language | EN |
| References cited | 3 |
Research indicates that a sound performance appraisal process for school administrators contains key mechanisms that manifest themselves through dimensions of effective planning, assessment, and evaluation; effective use of resources; and communicating clear expectations. This article documents the development of a contemporary model of performance appraisal of school administrators in a Canadian school district. It is clearly presented as a guideline for individual educators who are committed to ongoing professional development. It may well serve as a guideline for other school districts where performance appraisal processes are being revisited and revamped for purposes of accountability and school administrators' performance effectiveness
Mathematics education · Pedagogy · School district · Sociology · Collaborative Teaching and Inclusion · Educational Assessment and Improvement · Psychology · Teacher Education and Leadership Studies
| Highly cited | No |
|---|