ABSTRACT
The more closely evaluators adhere to all procedural safeguards embedded in teacher and educator evaluation statutes and policies, the more proper and justifiable will be the implementation of the performance evaluation process and results for educational specialists. Drawing upon the Handbook in its entirety, the author offers the following observations regarding educational specialist evaluations. It should be noted that United States Supreme Court rulings have focused primarily on violations occurring in hiring decisions rather than evaluation, specifically. We have devoted most of the attention in the Handbook to designing and implementing quality educational specialist evaluation systems. Ultimately, the mission of schooling is to help students succeed-in learning to read, to compute math, to understand their place in history, to appreciate and respect the world around them, to respect democratic principles, and to become productive and thoughtful contributing members of society. A quality performance evaluation system, alone, can't transform a school-or even a single employee unless that person chooses to change.
