After noting the lack of attention paid to the evaluation of staff development programs in practice and in the literature, this monograph presents a conceptual framework for planning program evaluations. The monograph first discusses the purposes of staff development evaluation and then considers three prerequisites for the development of an evaluation plan: institutional goals and objectives, staff needs assessment, and a plan delineating program objectives and guidelines. The proposed systems model for program evaluation is then presented, in which the evaluator measures both the effect of staff development on participants and the impact of acquired skills on the work setting. The monograph then delineates guidelines and problems in gathering data at four levels of evaluation: participant reaction to activities, amount of participant learning, changes in behavior through application of this learning, and results. A matrix is then presented, detailing the questions to be asked in gathering and assessing information at each level. The monograph concludes with a discussion of summative vs. formative evaluation, securing needed resources, the politics of evaluation, and the extent and timing of staff development evaluation activities. A staff development program evaluation form, a pre-/post-test for self-assessment of learning, and an annotated bibliography are included. (JP)