Two student teacher evaluation methods used by the University of Toledo are the Classroom Observation Keyed for Effectiveness Research Instrument (COKER) and the Teacher Performance Assessment Instrument (TPAI). The COKER is an objectively administered low inference system for recording teacher and student interactions in the classroom. (The form itself is replicated in the paper.) Section A of the COKER shows a matrix of numbered cells that designate specific teacher and student interactions. There are three major categories of teacher behaviors in this section: presenting, questioning, and responding. These categories are further subdivided into 37 subcategories. Section B of the COKER features a record of student and teacher behaviors. In contrast to the COKER system, the TPAI is a high inference system that determines how well teachers can demonstrate selected general teaching skills and activities. The instrument contains five sub-instruments: (1) Teaching Plans and Materials; (2) Classroom Procedures; (3) Interpersonal Skills; (4) Professional Standards; and (5) Student Perceptions. The instrument is scored by determining the number of descriptors present for each teaching skill or behavior. Following descriptions of the evaluation methods, 15 suggestions and observations about the methods are offered, based on 4 years of use of the COKER and TPAI. (JM)