Needs and methods for the evaluation and development of higher education administrators are reviewed in this monograph. Three major reasons for evaluation are cited: external and internal pressure, improvement of performance of individual administrators, and improvement of performance of the institution. Different approaches to evaluation are reviewed and advantages and disadvantages of each process are discussed. Information evaluation, rating scales, structured documentation (portfolios), and management by objectives are included in this examination. It is suggested that the various evaluation approaches are not mutually exclusive, and some institutions may use procedures that draw on a mixture of evaluation methods, as suit their curcumstances. Procedures for successful implementation, deciding who should provide evaluative data, and when to evaluate are discussed, as well as confidentiality and evaluating the evaluation process. Administrative development programs are examined and it is suggested that features of development programs in business can be applied to higher education. Important features of a development program include: (1) relationship of development to daily work; (2) tailoring the program to the institution and person; and (3) encouragement of participation in the program. Problems specific to the evaluation of college presidents are also discussed. It is suggested that the evaluation and development of both college presidents and administrators complements the proper management of the institution and that any development program should be responsive to the changing needs of the school. A 100-item bibliography is included. (SF)