This manual, prepared for the state of Washington, provides tools and strategies aimed at assisting building administrators in clinical approaches to teacher evaluation. The first section provides preliminary thoughts on the evaluation process and discusses the two major problems: acceptance and time. The second section discusses the sources and categories of minimum performance criteria: (1) state statute and agency regulation, and (2) the body of literature concerned with effective schooling. Drawing on the latter, a list is provided of effective classroom characteristics and practices, and the evaluation process is schematized. The third section discusses the following evaluation process tools and data collection techniques: (1) anecdotal record analysis, (2) selective verbatim analysis, (3) time-on-task analysis, (4) Flanders' interaction analysis, (5) student learning objective (SLO) checklist, (6) room map, and (7) room surface area. A brief conclusion summarizes the principal's task in teacher evaluation and briefly lists the elements that combine to make evaluative judgments accurate. Two appendixes provide instrumentation for the methods described. (TE)