THE PURPOSES OF EVALUATION ARE TO (1) PERMIT THE SCHOOL TO ASSESS ITS EFFECTIVENESS, (2) IMPROVE INSTRUCTION, AND (3) ASSURE GROWTH AND DEVELOPMENT OF THE TEACHER. IF EVALUATION CAN BE PROPOSED AS A WAY TO RECOGNIZE SUPERIOR TEACHERS RATHER THAN AS A SEARCH FOR FAULT, IT IS LIKELY TO MEET WITH LESS RESISTANCE. INITIAL EVALUATION, A PART OF THE HIRING PROCESS, IS MADE FROM TRANSCRIPTS, RECOMMENDATIONS, PLACEMENT FILES, APPLICATION FORMS, AND INTERVIEWS. SUBSEQUENT EVALUATION MUST BE MADE OF THE INSTRUCTOR'S TEACHING EFFECTIVENESS. IT MAY DISCOVER NEW IDEAS OR TECHNIQUES TO BE SHARED WITH OTHERS AS WELL AS FAULTS TO BE CORRECTED. IT CAN BE ACCOMPLISHED IN WAYS OF VARYING DIFFICULTY--BY CHECKING THE LATER SCHOOL WORK OR EMPLOYMENT RECORD OF THE STUDENT, BY CORRELATING OVER THE YEARS THE STUDENT'S REALIZED SUCCESS WITH THE TEACHER'S PREDICTION OF HIS SUCCESS, CONSISTENT USE OF STANDARDIZED TESTS IN THE TEACHER'S SUBJECT AREA, BY CLASSROOM VISITS (TO OBSERVE THE PRESENTATION OF THE MATERIAL AND ITS ADAPTATION TO THE READINESS OF THE CLASS), OR BY USE OF THE "CRITICAL INCIDENT TECHNIQUE," WHICH IS THE ANALYSIS OF INCIDENTS WHERE THE TEACHER WAS JUDGED UNUSUALLY EFFECTIVE OR INEPT. EVALUATION IS WARRANTED PARTICULARLY BEFORE CONSIDERATION FOR PROMOTION, BEFORE AWARD OF TENURE, OR AFTER AN ANALYSIS OF CRITICAL INCIDENTS. (HH)