This paper describes an ongoing program of collaborative school evaluation that involves student teachers, teachers, local authority representatives, and university teachers/researchers working in partnership in schools across a region in southwest England. Focus is on showing ways in which collaborative school evaluation, based on an action research model, can be seen as a strategy for policy articulation, policy change, curriculum development, and the generation of change in schools. The evaluation model was based on reflection by teachers and student teachers and critical inquiry at the institutional and classroom levels. The evaluation involved groups of up to 12 student teachers working with university tutors and teachers in schools. This paper is based on eight evaluations completed during 1990-91 involving two colleges of further education, five coeducational comprehensive schools (community colleges), and one coeducational secondary modern school. All of the evaluations related to students aged 14 through 18 years old. Focus was on the teachers' participation in the collaborative evaluation process and changes in their perceptions about the nature of school evaluation, classroom practice, and whole school issues. The program helped generate a climate of change in which curriculum development and participation in policy implementation became a reality. Twenty-two references are included. (RLC)