Characteristics of effective teacher evaluations are reviewed, and some common teacher concerns are discussed. A teacher evaluation system should give teachers useful feedback on classroom needs, the opportunity to learn new teaching techniques, and counsel from principals and other teachers on how to make changes in their classrooms. Standards for evaluation should: relate to important teaching skills; be as objective as possible; be clearly communicated before the evaluation begins and reviewed after the evaluation is completed; and be linked to teachers' professional development. Some procedures evaluators can use are to: (1) observe classroom activities; (2) review lesson plans and classroom records; and (3) expand the number of people involved in the evaluations. Equally important is reporting the results of the evaluation to give teachers adequate, but not overwhelming, feedback. Linking teacher evaluation to professional development is essential. Teachers often have real concerns about the evaluation process; these concerns include the following: teachers do not have any input into the evaluation process; evaluators do not spend enough time on the evaluation; evaluators are not well trained; and results of the evaluation are not being used to further teacher development. To make teacher evaluation a positive experience for both the teacher and the evaluator, the evaluator must ensure that the process is more than an empty exercise. (SLD)