This book looks at the problems of teacher assessment strategies. Focussing on the experience of four school districts that are addressing typical obstacles to initiating significant evaluation efforts, the authors identify the organizational prerequisites and strategies that enable schools to begin and carry out meaningful teacher evaluation programs. Their study lays the groundwork for creating a culture of evaluation in schools that support a strong staff development component. Chapters discuss: (1) "The Teacher Evalution Problem"; (2) "Enabling Teacher Evaluation"; (3) "Evaluation Processes and Procedures"; (4) "Moving Toward Accountability and Improvement"; (5) "Teacher Evaluation and Reflective Practice"; and (6) "The Four School District Case Studies." (JD)