What is popularly known in teacher evaluation as "the Redfern Approach" has emerged from almost two decades of experimentation and discussion. This approach involves setting performance standards and job targets, monitoring the data, the evaluating, the evaluation conference, and related followup activities. This guide is intended to fill a gap in performance evaluation inservice training. Most such materials have been prepared for evaluators rather than for teachers, whose understanding of the process is vital to its success. This booklet stresses what is done "with" the teacher rather than "to" the teacher. It describes, from the evaluatee's viewpoint, the entire performance evaluation cycle; and it emphasizes techniques in setting job targets, using monitored data, self-evaluation, and evaluation conference preparation and participation. Also discussed are the importance of behavioral objectives in setting goals, the power of self-evaluation, the requirements for documentation of performance data, and the need for mutual trust between the evaluator and evaluatee. A related document is EA 005 064. (Author/MLF)