ABSTRACT
The nature and scope of an evaluatee’s job, whether for a teacher or an administrator, often are imprecisely understood. Many evaluatees have a limited concept of the total requirements of their jobs. The performance objectives approach to evaluation puts a premium upon systematic and careful collection and recording of data. Evaluation by objectives requires evaluatees and evaluators to work together in seeking to attain productive results. While most evaluation procedures minimize the concerns of clients, they make informal, and sometimes critical, evaluations of teaching and administrative performance. The incidence of improvement in performance is likely to be greatest when personal objectives are given as much weight as systemwide goals and the evaluatee functions in a peer relationship with the evaluator. Both the evaluatee and the evaluator need to feel a sense of personal security. To the degree that the teachers’ and the principals’ jobs are amenable to evaluation, job performance evaluation becomes feasible.
