The School Improvement Model of teacher performance evaluation is described, and its development is traced. Original work in the late 1960s in Naperville (Illinois) and subsequent work by Iowa State University and several cooperating school districts led to the development of a model of teacher evaluation that included multiple appraisers, student feedback about teachers, formative and summative steps, a modified clinical supervision cycle, and a written agreement for improved performance in the next cycle. The model has been developed and refined in actual practice in a series of school districts and consortia since 1978. It features both curriculum assessment and feedback. Goals and standards are established, and teachers are enabled to use both in teaching. Checks on student performance are used not only for grading and evaluation of students but to describe individual learning difficulties through feedback and to prescribe specific remediation and reteaching procedures. Current work with a microcomputer-based system is proving demanding but worthwhile in pursuit of the Goals 2000 objectives. One table and four figures illustrate the discussion. (Contains 19 references.) (SLD)