This paper summarizes the Alabama Career Incentive Program, a statewide effort to evaluate more than 30,000 teachers including specialists in guidance, speech therapy, and so on. The evaluation was based on 10 classroom competencies and five outside-the-class professional competencies. A low-inference instrument measured competencies by using different sets of behaviors from the 117 item instrument. The professional competencies were evaluated using a high-inference instrument--the Evaluator Questionnaire. A statewide norming study involving all teachers and principals took place in the spring semester, 1987. The Classroom Observation Record was shown to measure the competencies reliably; the Evaluator Questionnaire data was not usable in discriminating among teachers due to the exceptionally high scores which nearly all teachers received. Elementary and secondary teachers differed significantly on several of the competency measures; no significant difference was found between special education teachers and their counterparts at the same level. A list of the competencies and a general account of the scoring procedures is given. (Author/JD)