To assess the impact of the 1984 Alberta Education teacher evaluation policy, this study investigated the formal teacher evaluation practices of superintendents, other central office staff, and principals in Alberta (Canada) in 1983-84. A three part, mailed questionnaire based on existing instruments collected: (1) demographic data on the responding evaluator; (2) data related to initiating factors, purposes, and outcomes of their last teacher evaluation; and (3) data on the evaluation procedures used. Experts in "due process" and "improvement of instruction" adjudicated items in part three to establish minimum criteria for satisfactory evaluation. Respondents placed high priority on teacher evaluation, but had inadequate time. Less than half strictly followed Board policy. Two-thirds gave positive ratings to the last teacher evaluated. Most teachers were retained, received permanent contracts, or were recommended for permanent certification. Very few respondents (4.5 percent) met the minimum criteria to assure due process, and fewer (1.3 percent) met instructional improvement criteria. No relationship was found between the presence of a written, formal teacher evaluation policy or the level of adherence to policy and the completeness of the evaluation. Recommendations to school boards included hiring qualified evaluators, inservice training to upgrade current evaluators, and government legislation to ensure fair and consistent teacher evaluation. (Author/BS)