A discussion of teacher evaluation offers a definition and rationale, and explains a few of its traditional forms. Common uses of teacher evaluation for personnel management, accountability, and improvement of teaching are described, and a distinction is made between formative and summative types of evaluation. Teacher evaluation, often based on observation with little discussion, and student ratings, often provided in the last few minutes of a class, may both gather useful information but may be more useful when combined. Tension between teachers and administration may also affect evaluation, sometimes alienating one or both parties. Traditional methods of teacher evaluation include classroom observation, peer observation, self-evaluation, and student ratings. The last of these has grown in popularity, but can be abused and have potential for bias or inadequacy. Increasingly, portfolios are used to document teaching skills and strengths, use of materials, professional growth, and reflections on teaching. It is concluded that no single method is adequate to evaluate a teacher, and that a holistic method is needed. Contains 15 reference. (MSE)