Abstract
The frank identification of specific areas for improvement is a central feature of a program to develop teaching skills in college teachers, but the preparation of such statements is not encouraged in a strongly evaluative climate. A useful mix of developmental and evaluative activities can be generated by considering a longitudinal view of the process. When periodic evaluations are required, the several years of developing teaching should have provided substantive progress that can be formally evaluated. An effective version of such a program requires clear administrative boundaries and a willingness to reward effort without evidence of improvement during the interim period. The result can be a departmental system that combines the best influences of formative and summative approaches to quality college teaching.
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