Classroom observation and evaluation of teachers by supervisors or principals is a delicate process. Most teachers would welcome feedback from their supervisors about improving teaching, but they rarely receive it. Many times the role of the principal is unclear in the observation process. Standardized observation formats sometimes fail to accommodate the skewed patterns of instructional delivery found among a particular group of teachers. Having evaluation personnel develop a school-specific format, based upon existing teaching styles, would be one alternative to using a standardized format. The feedback conference should begin on a positive note. As the supervisor goes through the observation process, the establishment of supervisor-teacher rapport is the most important element. The probability of a successful observation process where mutual communication occurs between teacher and administrator improves dramatically when the criteria for observation are mutually agreed upon, and when the supervisor proceeds with sensitivity and skill. (RS)