This paper presents findings of a study that examined teachers' and parents' attitudes toward teacher evaluation, particularly in regard to the usefulness of instruction-based instruments to measure holistic, integrated classroom practices. A pilot teacher assessment instrument was developed and field-tested at seven schools in which holistic methods were practiced. Interviews were also conducted with 10 elementary school principals and 9 teachers who had established holistic, integrated practices. Findings indicate that although the principals endorsed holistic, integrated practices, they were reluctant to alter the status quo of using a direct instruction-based evaluation instrument. Teachers who were evaluated by principals unfamiliar with holistic instruction expressed frustration and disappointment, viewing their principals' observations as missed opportunities for both teachers and administrators. A conclusion is that the teacher-evaluation instrument is much less important than the processes of negotiation and collaboration between teachers and administrators. The teacher evaluation instrument should be collaboratively developed; negotiated by participants for agreement of form and content; controlled by participants for shared decision making in how the instrument is used; able to assess the complexities of holistic, integrated classrooms; learning-centered; revised as participants change and grow; and used to foster collegial interchanges. (LMI)