Tennessee's Better Schools Program includes a Master Teacher Program that has three components: teacher education, clinical supervision of beginning teachers, and a career ladder based on performance. In conjunction with the establishment of the Master Teacher Program, 23 master teacher competencies for teacher evaluation have been defined. Comptencies fall within one of four domains: planning, teaching strategies, classroom management, and professional development and leadership. A list of these competencies was sent for review to the 5,000 members of the Tennessee Teachers' Study Council. Teachers indicated whether and to what degree the identified competencies were important, clarified wording, and added other competencies. The list was revised and returned to the teacher leaders to share with school faculty in all 1,700 schools within Tennessee. Teachers were again asked for comments and suggestions. At present, the list has been revised for the third time and is now being reviewed by scholars and others in Tennessee and across the country. To evaluate teachers on the basis of such competencies, it has been suggested that evaluators should (1) clearly define evaluation criteria; (2) plan for continuous, long-term evaluation; (3) provide for mixed teams of observers; and (4) require rigorous evaluations. (RH)