The question of evaluating effective teaching in light of the fact that teaching is still the principal function of the university is addressed. Most faculty receive very little specific training in teaching, even though the skills involved are complex and sophisticated. There is a dual responsibility for evaluation of teaching by faculty and administration, a type of collaboration that corresponds to the way most contemporary Canadian universities are governed. The main responsibility of the administration should be to provide a climate within which effective teaching and learning can occur. A teaching resource center, sabbatical leaves, and research and development grants for faculty are examples of encouragement or rewards provided to teachers for initiatives they may take. Faculty should not be constrained from practicing new approaches in their teaching. Teachers should provide information about their teaching performance that could be used for evaluation purposes. A teaching dossier might contain summaries of student course evaluations, comments by colleagues on the quality of the material presented in class, descriptions of innovative teaching and learning techniques, and evidence of some gain in knowledge or experience on the part of students. It is suggested that teachers should claim credit for good teaching in the same way as they would take the responsibility to document scholarly endeavors and administrative work. The involvement or concerns of students and the community in the evaluation of teaching performance is also discussed. (SW)