The evaluation expectations for supervisors observing teacher effectiveness in the classroom are discussed. The classroom observer can identify and describe teaching effectiveness. A trained supervisor should have many frameworks for observing teachers based on the needs of the teacher, type of lesson, and maturity of the students. The use of preordinate and responsive evaluation techniques reduces bias and error in observation. Clear operational definitions of ambiquous terms will aid in communication between the classroom teacher and the observer. The observer should record relevant aspects of classroom teaching behaviors in a reliable and valid manner. A supervisor can aid a teacher in many ways. It is of the utmost importance that the observer and the teacher fully understand each other's frame of reference. The classroom observer must conduct several observations to insure a reliable measure of the teacher's ability. The framework of students' motivation by the classroom teacher was detailed as an illustration of methods supervisors may use to improve teacher effectiveness. (DWH)