The evaluation of professional support personnel (PSP)--counselors, school psychologists, nurses, curriculum specialists, library/media specialists, deans, and athletic directors--has received scant attention among researchers, theorists, and practicing administrators. This situation may reflect the inadequate tools for counselor and PSP evaluation along with the professional and legal limitations of direct observation of these personnel. However, the PSP Evaluation Model offers a thorough and comprehensive alternative to direct observation evaluations by drawing on multi-faceted data collection consisting of job artifacts collected in a portfolio along with input from multiple sources such as students, parents, peers, as well as the counselor or PSP staff members' self-evaluation. These multiple sources enable the counselor to document job performance--one of the seven steps in the PSP Evaluation Model. The first four steps involve identification of system and program needs, listing of job duties, selecting performance indicators, and setting performance standards. The remaining three steps, completed in cyclical fashion each appraisal period, include documenting performance, evaluation (a process in which the evaluation conference is central to the success of the enterprise), and improving or maintaining professional service. The PSP Evaluation Model should assist school personnel in sustaining or improving their services. Contains 17 references. (RJM)