The drawbacks of the common practice of using check-lists for teacher evaluation include inadequate measurement that emphasizes evaluation only, lack of objective data gathering techniques, and lack of reliable and consistent teacher performance criteria. An inservice program for school principals was designed to improve their observation and evaluation skills and help them to become more effective educational leaders. The program was based on findings from effective teaching research studies which provided teacher performance criteria for the principals during their regularly scheduled observation periods in the classrooms. The intensive inservice program included: (1) information on effective schools and effective teaching practices; (2) information on effective evaluation practices, including goal setting techniques, conferencing, observation techniques, and report writing techniques; (3) information on faculty development resources; (4) observation and demonstration by an evaluation consultant model expert; (5) practice with feedback on the use of these skills on the job; and (6) practice with coaching each other as principals, assistants, and department heads worked together with the techniques during the year. (JD)