In the 1985-86 school year, North Carolina implemented a uniform system of teacher performance assessment--the North Carolina Teacher Performance Assessment System (NCTPAS). The evaluation results for teachers with special assignments were examined, since many teachers felt that their special areas did not lend themselves to successful classroom observation. The evaluation system uses the observations of trained observers who rate the teacher on 28 identified teaching practices and also prepare a narrative summary of teacher performance. It was hypothesized that ratings of teachers in special assignment areas would not differ from ratings for other types of classroom teaching. These assignment areas were: (1) kindergarten; (2) combination classes; (3) classes for exceptional children and vocational education; and (4) secondary classes in specific subject areas. Evaluation data were gathered for over 5,000 teachers in grades 1 through 5 in both 1988 and 1989. Comparisons indicate that the generic skills evaluation system did not discriminate against any class of teachers. It is also apparent that evaluators could use the system fairly and that teachers were able to improve their skills based on feedback from the observation system. Nine tables of evaluation data and a 27-item list of references are included. (SLD)