ABSTRACT
The designers of a program ideally may desire to establish procedures that fulfill the goals of improvement in performance and professional development, but they may be obliged to settle for less because of seemingly insurmountable constraints indigenous to the situation. Improvement in performance is widely acclaimed as a most desirable goal of personnel evaluation. Response options range from informal, unstructured endeavors to the forming of very specific performance objectives and plans of action to attain them. The process culminates with a conference between the evaluatee and the evaluator to discuss the implications of the results and to plan further action. The evaluation of personnel performance has baffled teachers and school administrators for many years. The stimulation of growth and development is a goal that is more acceptable to teachers and administrators than simply getting a report card indicating an evaluator’s judgment of the individual’s performance.
