Described here are the planning and development stages of the Teacher Performance Evaluation (TPE) system and the Administrator Performance Evaluation (APE) system that are components of the School Improvement Model project undertaken by schools in Iowa and Minnesota. One goal is an evaluation system tailored to fit the needs of the school district, supported by the board of education, planned with board representation, and congruent with the district's instructional goals and philosophy. A multistage process is described. First a steering committee is organized, representing teachers, administrators, citizens, board members, and secondary students. This committee determines scope and sequence of the system, identifies district needs, manages the timeline, and communicates with the board, superintendent, and staff. Subcommittees are appointed on philosophy and objectives, performance areas and criteria, operational procedures, forms and records, and system testing. The products of these committees are then used to develop the TPE system, including philosophy, performance areas and criteria, the evaluation cycle, and monitoring and measurement documents, and the APE system, including philosophy, performance factors, job descriptions, and lists of critical job activities. Then all components are field tested. (Author/JM)