This abstract of a larger study provides a synthesis of the procedures for evaluating classroom teachers. The study was designed on the structured interview technique and 80 interviews were gathered from 40 randomly-selected evaluators and the 40 teachers whom they had evaluated. The criteria on which the interview instrument was based are delineated. These criteria, selected from the literature, and validated for use by an expert panel concern such issues as: the improvement of instruction; the use of educational objectives to guide teaching evaluation; formal plans for teacher evaluation (subject to periodical review); role definitions; training for evaluators; classroom observations; alleviation of tensions resulting from the evaluation process; procedures for resolving differences of opinion; and feedback to teachers. The conclusions derived from analysis of the data together with recommendations by teachers, evaluators, and the investigator for the improvement of teacher evaluation procedures are enumerated. A bibliography pertinent to the literature on teacher evaluation is included. A complete report on the study may be secured from the School Information and Research Service at the address noted above. (PR)