Basic considerations for evaluating a faculty development program are considered. The framework consists of: establishing the perimeters, designating the purpose, assessing the developmental stage of the program, determining general methods of evaluation, and defining the criteria for success. Faculty development may include efforts to assist faculty members to develop their talents and teaching skills. Instructional development consists of designing new courses, redesigning current courses, and using updated instruction. Additionally, organizational development focuses on reorganizing the institution itself to create a better environment for teaching. Evaluation is nearly always connected to some decision-making process, including formative and summative evaluations. Determining the purpose of the program evaluation requires a considerable degree of knowledge of the programs and objectives, as well as the political and economic factors, affecting any particular program. Before deciding the method of evaluation to be used, those involved should take a close look at the stage of the development program to be evaluated. Methods of program evaluation include: the historical-descriptive approach, the measurement-correlational model, quasi-experimental designs, the developmental-intensive model, the action-research approach, illuminative evaluation, and the consultative approach. Criteria for success may include positive reactions of participants, increased knowledge, and improvements implemented within the institution or classroom. (SW)