ABSTRACT
Orientation and training provided by the principal are essential steps to good teacher evaluation. When the evaluation plan is introduced, a careful explanation of the development of the entire process should be made. Some teachers may have a tendency to view evaluation as a rating process. As evaluatees, teachers are obliged to diagnose their competencies in planning and organizing. Professional development is a major area for improvement through evaluation. Obviously the teacher and the evaluator must assess the climate of school-parent relations and carefully plan contacts with parents, and this can be a substantial variable in the teaching job. Experience indicates that evaluation is more effective when the emphasis is upon performance. Evaluation is more effective if reliance upon purely subjective judgment can be kept to a minimum and if greatest dependence can be placed upon performance data. If performance goals include productivity gains as well as behavioral change, it is possible to concentrate upon both evaluatee and pupil accomplishment.
