Although some board members and superintendents may consider superintendent evaluation as potentially disturbing for their working relationships, such evaluations may become more appealing when considered as part of a broader system of school governance and management. What is needed is a performance appraisal system developed jointly by superintendents and board members. In recent years, such systems have been developed by the school board associations of both Illinois and New York. Potential benefits include allowing the board and superintendent to deal with differences at times other than during a crisis and forcing both parties to plan for the future. School boards and superintendents should research their own needs and aims and describe the kind of relationship they want rather than prescribe what other school systems have already adopted. Only after several years of commitment should a final written plan be agreed upon. In three Illinois communities--Park Forest, Bellwood, and Highwood-Highland--superintendent evaluation has led to numerous changes in policy, including reexamination of the grading system, minimum competency testing of students, and a new superintendent job description. The efforts of these communities exemplify the growing trend to approach superintendent evaluation as part of a larger process of goal setting, planning, and systemwide assessment. (JBM)