ABSTRACT
The place of documenting performance within the overall framework of the Goals and Roles Evaluation Model. Observation as the sole basis for performance evaluation has limited utility and can even be questioned as a valid and reliable means of evaluating educational specialists, especially for those whose assignments are not totally based on instruction and related tasks. Even for educational specialists who may have instructional responsibilities, classroom observation visits, even three to four visits per year for a full hour each, typically represent less than one-half of one percent of actual teaching performance. A valuable source for feedback regarding performance can be teachers, other educational specialists, curriculum specialists, and other professionals with expertise in the person's field. As with students, parents can provide useful information about educational specialist performance. Educational specialist evaluation with an improvement orientation is intended to provide recognition for noteworthy performance, along with immediate and intermediate feedback for performance improvement and correction where needed.
