While most theories of educational administration hold that organizations work best when they mediate between organizational goals and individual needs, the two major observational methods of teacher evaluation emphasize respectively one or the other. The checklist or rating sheet method evaluates teachers against a uniform set of criteria, whereas clinical supervision focuses on the supervisor-teacher relationship. The anthropological field method, however, encompasses both of these dimensions, allowing insight into highly complex educational phenomena. This method is conducted in three stages, as follows: (1) the supervisor unobtrusively observes characteristics of the classroom setting and of the behaviors of teacher and students; (2) the supervisor then formulates, and verifies through further observation, propositions ("statements of relationship between two or more variables") regarding classroom behavior patterns; and (3) the supervisor holds a conference(s) with the teacher to evaluate the latter's performance and design an inservice training course based on the aforementioned propositions. Gaining a comprehensive view of classroom life, the supervisor can thus reconcile organizational goals with individual needs to improve teacher performance. (MCG)