ABSTRACT
The designers of evaluation procedures are cautioned to keep asking themselves over and over again, at each step, whether the approach being recommended will work. There is a better chance of gaining staff acceptance of and commitment to an evaluation program when representatives of all components of the staff—especially those whose personal welfare is affected by the process—have a role in its design, development, and implementation. Teachers will be evaluated by the process; principals will serve as evaluators as well as being evaluatees; and supervisors may function either as direct evaluators or in consulting roles as determined by the planners. Evaluation to promote improvement and steps to terminate services may sometimes be at cross purposes. State explicitly the purposes the evaluation program is intended to accomplish. Frequently communication and understanding between evaluatee and evaluator are impaired. Stimulation and motivation of the evaluatee are basic to the success of the evaluation process.
