This paper examines evaluation processes used to assess bilingual educators' teaching performance when monolingual administrators conduct the review, highlighting the importance of bilingual teachers in bilingual education programs. The four basic types of bilingual instruction include the following: English immersion, English as a Second Language (ESL), transitional bilingual education, and two-way bilingual education. Prior to teaching, bilingual teachers must pass a professional development exam, a bilingual comprehensive exam related to the grade taught, and the Texas Oral Proficiency Test. Although research indicates that capable teachers are the essential link between public aspirations for high quality schooling and student achievement, little has been done to prepare monolingual administrators to equitably evaluate these intensely trained bilingual teachers. Alternative evaluations are allowing teachers to take on a more active role in the evaluation process via portfolios, professional conversations, and student achievement. Data from an informal survey of bilingual Texas teachers indicates that the current evaluative tool does not adequately assess teaching abilities in Spanish. Teachers feel that monolingual administrators evaluating ESL programs obtain a limited view of the lesson overall. Suggestions include the following: use bilingual administrators for evaluations, add a bilingual component to the existing evaluation tool, and place bilingual administrators in schools with over 35 percent Hispanic students. A bilingual teacher evaluation form is included. (Contains 11 references.) (SM)