ABSTRACT
This chapter outlines steps to add reliability and validity to the everyday impressionistic evaluations of teachers as they go about their work. It presents a way of improving the quality of the small part of the total evaluating of teachers that they select as too important to remain as snap judgements. The steps can be taken as far as is feasible given the time and energy available, but any step is likely to improve the quality. The first step is to see evaluation within the organisation of learning. The second step is to clarify the purposes of the evaluation, the methods to be used and the use to be made of the results. The third step is progressively to structure the evaluation. If evaluation is to be a part of teaching, then first it has to be seen that way; secondly, seen as having specific uses; and thirdly, as technically feasible.
