Two major functions of teacher evaluation documentation are to serve to help rationalize the process it documents, and to serve an evidential role, justifying decisions concerning personnel, policy decisions, etc. In sum, teacher evaluation documents provide access to teacher evaluation practice, the notion of teacher competency behind it, and some effects of the institutional and bureaucratic context in which teacher evaluation takes place. The materials for this analysis comprise separate teacher evaluation documents, all originating since 1974, from 12 large school districts across the nation. From the 50 documents a general picture of teacher evaluation procedures emerges which has the following features: (1) an effort to consult with the teacher and keep the teacher informed concerning the process and its results; (2) classroom observation is a ubiquitous feature; (3) diagnosis, counseling, and the offering of assistance take place; (4) a final judgment is reached based upon the relevant data; and (5) alongside the formal evaluation process, there is provision for an informal evaluation process which can give a large measure of discretionary power. Document features reflecting system needs are outlined, along with the most urgent teacher evaluation needs for research. (RL)