Although evaluation plays many roles in schools--support for administrative decision-making, curriculum improvement, staff development, public relations, instruction, counseling, diagnosing problems for students and staff, planning--recent studies of school district evaluation practices indicate that little overall consistency exists in the form of evaluation used by small schools. Three evaluation strategies for school leaders with few resources and limited time are reviewed. The Program Review Committee Approach for Curriculum Evaluation involves establishing a committee which reviews one or two programs each year and makes recommendations, with the approval of the school superintendent, to the school board. The Problem-Solving Approach for School Improvement requires an annual pre-school year stocktaking at the building level to inventory the strengths and weaknesses of the school; priorities are then set to address deficiencies during the school year. The Discrepancy Approach for Assessing School Needs and Planning has staff members define what they believe are ideal characteristics for their school. The principal then organizes the characteristics into a description against which discrepancies can be compared. This approach keeps a school developing in the direction of the collective vision of its staff. Through systematic evaluation, staff members can work together to improve the quality of their schools. (JMM)