Forms used for evaluating teachers from every geographic area to the United States were examined to determine common characteristics. Thirty of 75 forms received from school districts (local educational agencies) were analyzed. A synthesis of evaluation schemes across the country includes certain characteristics: (1) each teacher must have a current copy of the evaluation forms whether the teacher is to be evaluated or not; (2) a goal setting conference between teacher and administrator is part of the evaluation process; (3) classroom observation is included; and (4) a post-observation conference between teacher and administrator is conducted. Many levels of assessment were found, with 41% providing only two. Despite variations of format and timing, there were basic similarities across the country in theory, goals, procedures, and frequency of evaluation. (SLD)