The development, pilot implementation, and formative evaluation of a teacher evaluation system for schools in a suburb of Atlanta, Georgia, are described. The system also assessed counselors and media personnel. A committee of 17 teachers and 9 administrative personnel developed the evaluation procedures and instrumentation. A 3-year cycle, which included orientation, assessment, and evaluation phases, was instituted for each teacher. Four schools were involved in the pilot project. Instruments used included an administrator activity log for principals and selected others, a teacher assessment instrument, a teacher survey, and teacher interviews. Results provide insights into changes needed in teacher evaluation procedures and implementation, the impact of teacher evaluation, and teachers' reactions to the evaluation and suggestions for improvement. The evaluation resulted in the following actions by the school district's superintendent: (1) elimination of an unpopular teacher evaluation scale from the design; (2) use of the basic evaluation instrument, which featured eight competencies, as a basis for individualized goal setting; (3) adjustment of the teacher/helper ratio; and (4) continued development of a generic teaching model. (TJH)