One hundred of the largest school districts from seven regions were surveyed to scrutinize local teacher evaluation policies and practices, to determine the efficiency of local evaluation instruments and procedures, and to compare local teacher evaluation with state teacher evaluation programs. The Teacher Evaluation Practices Survey (TEPS) was sent to superintendents to gather the data. Generally, local teacher evaluation was inferior to state teacher evaluation. Local teacher evaluation practices had not changed since 1979; local practices exhibited ignorance regarding more recent developments; local practices stressed summative uses of data more frequently than formative uses; few districts reported policies that included teaching performance standards or orientation for evaluators; few districts employed evaluators outside of the school district; local evaluator training was insufficient; local teacher evaluation instruments included criteria that were in opposition to research literature; and many districts employed informal observations of teaching, which opposes state teacher evaluation programs. Thus, the incorporation of recently developed practices of state teacher evaluation programs is deficient in local teacher evaluation. The document includes 11 tables, 14 references, and a copy of the TEPS. (RG)