While plenty has been written about evaluating teacher performance, there is a dearth of material related to evaluating educational administrators. Douglas B Reeves, a national expert on the topics of educational assessment and accountability, writes a book that draws on the current research, theory, and best practices of leadership, organizational performance, and personnel evaluation. The book would contain the information and tools necessary to evaluate all types of educational leaders and improve performance.

This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.

An important contribution to the literature in administration, Evaluation-Based Leadership moves school leaders and decision-makers toward a new model of operation rooted in evaluation. Responding to the current increased national and local concern for effective schools, Glasman's work suggests a move toward an innovative paradigm that will help both inservice professionals and future administrators view their responsibilities with heightened insight and renewed initiative. Through his analysis Glasman integrates important theoretical research and practical considerations with a special emphasis on the role of the school principal as one whose work can enhance student achievements.

Improve principal evaluation and create highly effective leaders! Even with great teachers, student achievement hinges on an effective principal. Behind every high-quality principal is an airtight system of leadership evaluation that consistently rewards excellence and remedies deficits. While teacher evaluation methods have improved, instructional leadership evaluation has often stood still—and student learning and achievement have paid the price. This book identifies the major problems in this process and articulates clear solutions. The result is a blueprint for ensuring the best person for the job is occupying the principal’s chair. Content includes: Extensive data, presented in a user-friendly manner Clear connections to the ISLLC Standards for School Leaders A suite of interactive tools including sample self-assessments, mid-year and final evaluation forms, and professional growth plans "This book not only highlights the key messages about the role of the leader, but it is does so in a way that is engaging, practical, and reflects the Smiths’ long history of being school leaders, teaching school leaders, and seeing the effects of their teaching. I have seen the Smiths in action, separately and together, and they know how to lead and how to teach, they have a strength of purpose they do not waver from, and these attributes come through in this book." -John Hattie, Director Melbourne Education Research Institute, University of Melbourne "After reading this book, you′ll truly understand what it takes to grow as a lead learner. We can always get better. This book provides quality insight on strategies that will make good leaders great." -Brad Currie, School Leader, Corwin Author and Co-Founder of #Satchat

Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high stakes accountability. Fueled by sweeping federal education accountability reforms, such as the United States’ No Child Left Behind (NCLB) and Race to the Top (R2T) and Australia’s Performance Measurement and Reporting Taskforce, school systems around the world are being forced to increase academic standards, participate in high-stakes testing, and raise evaluation standards for teachers and principals. These results-driven reforms are intended to hold educators “accountable for student learning and accountable to the public” (Anderson, 2005, p. 2, emphasis in original). While policymakers and the public debate the merits of student achievement accountability measures, P-12 educational leaders do not have the luxury to wait for clear guidance and resources to improve their schools and operating systems. Instead, successful leaders must balance the need to create learning communities, manage the organizational climate, and encourage community involvement with the consequences testing has on teacher morale and public scrutiny. The chapters in this volume clearly indicate that as school leaders attend to these potentially competing forces, this affects their problem-solving strategies, ability to facilitate change, and encourage community involvement. We were delighted with the responses from colleagues around the world who were eager to share their research dealing with how leaders are functioning effectively within a high-accountability environment. The nine chapters in this volume provide empirical evidence of the strategies school leaders use to cope with problems and negotiate external demands while improving student performance. In particular, the voices and actions of principals, superintendents, and school board members are captured in a blend of quantitative and qualitative studies. The breadth of studies is impressive, ranging from case studies of individual principals to cross-district comparisons to national data from the National Center for Education Statistics. To highlight important findings, we have organized the book into five sections. The first section (Chapters 2, 3, and 4) highlights the problem-solving strategies used by principals and superintendents when pressured to turn around low-performing schools. In the second section (Chapters 5 and 6), attention is devoted to ways in which school leaders act as “buffers” by reducing the impact of external demands within their local school contexts. Next, Chapters 7 and 8 explore creative ways in which financial analyses can be used to assess the cost effectiveness of programs and services. Chapters 9 and 10 examine how principals enact their instructional leadership roles in managing curriculum reforms and evaluating teachers. Finally, in the last section (Chapter 11), Kenneth Leithwood synthesizes the major themes and ideas emerging across these chapters, paying particular attention to practical issues influencing school leaders in this era of school reform and accountability as well as promising areas for future research.

School Leader Internship, 4th Edition challenges school leader interns to build competencies in 52 leadership skill areas. This unique resource provides step-by-step guidance for interns, their supervisors, and their faculty on how to initiate an internship and evaluate interns' work. In this updated fourth edition, the content is organized around the latest National Policy Board for Educational Administration (NPBEA) Professional Standards for Educational Leaders (2015) and includes intern activities to develop skills in cross-content literacy, distributive leadership, equity in practice, professional learning communities, remediation strategies, school improvement planning, and special populations. This is a critical resource for leadership preparation programs nationwide and the thousands of school districts that support leadership candidates. Special Features include: Beyond the Standards provide further independent practice, reflection, and development for students in the areas of action research, ethical and critical reasoning, dispositions and interpersonal skills, new technologies, school partnerships, and social justice. Self, Peer, and Superior Assessments help students to plan according to individual need, experience, and goals. Internship Plans allow students to assess, analyze, and prepare draft internship plans. Interview Suggestions help students develop a network and gain insight into administrative and curricular responsibility. Professional Development Activities encourage students to analyze and evaluate their experiences and plan for the future. Projects allow students to synthesize their skills.