Abstract
How do you evaluate the array of professional support staff in today’s schools who are neither administrators nor teachers? Counselors, school psychologists, librarians/media specialists, school nurses, and other professional support personnel represent a growing and invaluable group of educators who fulfill an array of duties and responsibilities which are fundamental to the support of students, teachers, and, indeed, the entire educational enterprise (Strange, 1994; Strange & Tucker, 1995a). “As American schools in recent decades have labored to include and educate all children, the role of these specialists has expanded to serve these students’ many and diverse needs” (Stronge & Tucker, 1995a, p. 123). Despite their growing importance in contemporary schooling, evaluation of educational specialists has been relatively rare, uneven, and inadequate (Gorton & Ohlemacher, 1987; Helm, 1995; Lamb & Johnson, 1989; Norton & Perlin, 1989; Stronge & Helm, 1991; Stronge, Helm, & Tucker, 1995; Tucker, Bray, & Howard, 1988).
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Stronge, J.H. (2003). Evaluating Educational Specialists. In: Kellaghan, T., Stufflebeam, D.L. (eds) International Handbook of Educational Evaluation. Kluwer International Handbooks of Education, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0309-4_38
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