ABSTRACT
Evaluation of teachers, administrators, or educational specialists often is approached as a discrete, isolated activity that is disconnected from the central purposes and personnel activities of a school system and, yet, performance evaluation achieves relevance only by becoming an integral component of other system-level initiatives. Quality evaluation has the potential to meet a number of very important objectives for the school and its many constituencies. Drawing upon the Handbook in its entirety, we offer the following observations regarding educational specialist evaluation.
