The study at hand endeavors to better match the aims of teacher evaluation with teacher development perspectives. A framework of comprehensive evaluation aims is rationalized and current models of teacher development are outlined and critiqued. The two areas of research (evaluation and teacher growth) are then correlated. A bracketing of the concepts occurs in the introduction and in the conclusion, as evaluation and teacher growth models are regarded in the context of the evolution of teacher education. Teacher induction and inter-agency cooperation are highlighted as current practices that may further serve to integrate teacher supervision aims with teacher development. An extensive bibliography is included. (Author/JD)