Teacher evaluation procedures appear to focus on organizational maintenance aspects more heavily than on helping teachers improve their teaching performance. This conclusion was reached after a content analysis of teacher evaluation instruments used in New Mexico schools. Items focusing on the instructional role constituted only 28% of the items in the rating scale instruments. Other factors used in teacher evaluations included personal characteristics (30%); administrator/manager role (14%); social role (12%); professional role (7%); organizational membership role (7%); and student achievement (1%). The results also suggested that organizational conservatism and stability, rather than change, appear to be highly valued. From a supplementary analysis of teacher evaluation instruments dating from the turn of the centruy to the present, it was concluded that the secondary emphasis on instructional role has been a persistent characteristic of teacher evaluation over the years. (MH)