The development of an evaluation schema for school personnel must be based on the following stipulations: time, adequate financing, and external validation of techniques and methodologies. In planning an evaluation program, three questions dominate the scene throughout the literature. First, what shall be evaluated? Possible variables which can be evaluated include teacher background and organizational skills, communication ability, classroom product in the form of student achievement, ability to instigate meaningful and focused work in the classroom, and use of those affective components which reinforce teaching effectiveness. In the light of present knowledge, the evaluator should resort to a holistic method, rather than dissecting these variables into small components. Second, how and when can these variables be evaluated? The first phase of teacher evaluation must occur before entry into the profession. The evaluation of professional teachers should include the establishment of objectives, the choice of methods for assessing objectives, and the adaptation of evaluation time frames. Third, who should evaluate teachers? Some possibilities include school administrators, other teachers, the teacher being evaluated (self-evaluation), and students and parents. Further recommendations for evaluation planning are made. (BW)