One of the first steps is the awareness of the pertaining to school community concerning the relevance of the institucional evaluation, therefore it becomes essential that the involved citizens in the educational environment if give account of that is by means of the evaluation that if will be able to think about if accomplishing transformations in interior of the pertaining to school space. After this work of awareness, follows it inquiry and the survey of information, after that the note of advances and difficulties, allowing to carry through inferences with intention to reorient the pedagogical actions. After this stage, is possible then to raise the hypotheses and to identify the possible problems and from now on to carry through the interventions, to reorganize and to replanejar the pedagogical and administrative works, showing as soon as is possible to control the effectiveness of the plans, the efficiency of the processes and methods, and the reach of the objectives established in the Plan of Educational Development of the Pertaining to school Institution. Moreover, Moraes and Silva (2007, P. ritings. 02) explain that The institucional evaluation, in turn, destines it the evaluation of institutions (as the school and the educational system), politics and projects, having attention centered in processes, relations, decisions and results of the actions of an institution or the educational system as a whole. In this direction, to be complete, the institucional evaluation contemplates the results of the educational evaluation. Thus, it is possible to define institucional evaluation as an end, but as a procedure that has as white to analyze the institution of integral form, not considering the information compose that it by means of proper instruments that make possible the revelation of its particularitities and that they show the ways that the institution is taking, what it can be improved and which are interventions that can and must be made. .