Although teachers and administrators have been treated as subject matter for numerous major reports on American education, seldom have they been asked to analyze their own situation and to propose their own solutions. This report presents the observations and recommendations of the Select Seminar on Teacher Evaluation comprised of 9 master teachers and 9 competent administrators from 18 school districts near Albany, New York. While individuals expressed some disagreement after the five-day seminar, a surprising amount of consensus was reached. Eight observations are presented: (1) teachers are undervalued, enjoying minimal financial or other rewards; (2) most current teacher evaluation practices are ineffective; (3) the public is generally uninformed about evaluation practices; (4) evaluation is often an adversarial process; (5) some evaluators may be unqualified; (6) evaluation time and resources are inadequate; (7) evaluation practices vary by district; and (8) each district needs a set of shared beliefs. Recommendations to districts include: (1) establishing plans for improving teacher compensation; (2) reexamining and changing current evaluation practices; (3) putting value into evaluations; (4) improving data collection; (5) enabling teachers to assume peer review and major evaluation responsibilities; (6) differentiating evaluation through career steps; (7) systematically determining policy effectiveness; and (8) allocating at least 3 percent of the district budget for staff development. (MLH)