When public pressure mounts for teacher accountability, current methods of evaluating teachers are widely regarded as inadequate. Teachers often feel that evaluation is hasty, arbitrary, and threatening; more important, it gives them little practical help in improving their performance. This paper describes a pilot test of a new collegial evaluation program that emphasizes the improvement of classroom teaching. Working in pairs, teachers select their own criteria, observe each other in the classroom, give each other feedback, and develop plans for improvement. The program also provides for self-assessment and assessment by students to be incorporated into the overall evaluation. Thirty teachers and teacher trainees drawn from a variety of teaching situations participated in the pilot test. On the whole, the results were promising: teachers reacted favorable to collegial evaluation; they were able to adapt the program to their own needs when necessary; and they gained new ideas for improvement from it. (Author)