This paper addresses the problem of how to introduce new forms of evaluation into school organization without a damaging loss of trust. The evaluators here are teachers engaged in curriculum policy evaluation within the schools in which they work. One way of conceptualizing and rooting contemporary activity under the label of school self-evaluation is to see it as the most recent stage in the evolution from a case study approach to evaluation of national curriculum projects to more collaborative processes of case study in which the primary audience is the subject/co-investigator. This model of evaluation derives from the concept of democratic evaluation, which posits the evaluator as a broker in the exchange of information between subjects who participate in all stages of decision-making over the inquiry. The workability of this model rests upon the possibility of dismantling the institution's value structure of privacy, territory, and hierarchy, and substituting the values of openness, shared critical responsibility, and rational autonomy. (BW)