Teacher evaluation is fraught with difficulties for several reasons. On the one hand, it is directed to self-improvement and remediation, while on the other, it can be utilized as a tool for nonrenewal of a contract, demotion, reassignment, or dismissal. Moreover, educational researchers are far from reaching consensus on the characteristics associated with teaching success. The successful institution of a policy of teacher evaluation is subject to the influences of teacher unions, community groups, and administrative leadership as well as legal constraints and mandates governing due process, equal protection, and reasonable administrative action. This monograph first addresses constitutional guarantees of substantive and procedural due process, especially where these protections have compelled judicial scrutiny of employment decisions in public educational settings. The second section of the monograph covers federal constitutional and statutory provisions barring discrimination and ensuring equal protection of the law. The final section of the study examines selected legal opinions and statutory laws related to state standards for teacher evaluation. (Author/WD)