An Indiana district's teacher evaluation plan developed cooperatively by teachers and administrators is described and its implementation outlined. Based on the shared responsibility of teacher and supervisor, the plan is intended to provide a positive approach to stimulating self-growth, instructional effectiveness, and overall improvement in performance. Each teacher confers with a supervisor to formulate from one to three goals for instructional improvement. Data are collected from October 15 to May 15, and evaluation methods include formal and informal observation, student evaluation, and artifact collection. All forms of data are collected yearly for semipermanent teachers, while permanent teachers are formally observed biannually. Teaching effectiveness criteria identified are: good planning; an appropriate classroom climate; enthusiastic, task-oriented teaching demonstrating variety and clarity; classroom management providing high levels of student involvement and time on task; positive interpersonal relations; and the exercise of professional responsibilities. Cited as a primary strength of the plan is that it is nonthreatening to teachers, who welcome the opportunity for instructional interaction and help from supervisors. The focus on formative improvement reduces staff friction and strengthens summative supervision as well. (MJL)