The study reported in this paper builds upon earlier research designed to examine issues associated with initiating an effective teacher evaluation effort and integrating it into district practices. The paper describes four districts which have made substantial progress in initiating and organizing teacher evaluation programs and presents the view that teacher evaluation is primarily an organizational problem, not a technical one. Introductory comments suggest that evaluation is central to teaching quality and educational reform but that interest in evaluation far outruns the level of effective practice. The four districts that successfully began programs are briefly described in chapter 2, as are lessons offered by the organizational processes involved. Chapter 3,"Organizational Change for Teacher Evaluation," analyzes factors that promote implementation of evaluation programs, including trust between teachers and administrators and commitment to organizational improvement. Enabling conditions that combine to set the stage for a meaningful program are: a triggering event, environmental stability, strong leadership, and active teacher involvement. Chapter 4, "Evaluation Processes and Procedures," concludes that, for most districts, teacher evaluation requires fundamental organizational change in values and practices. Chapter 5, "Accountability and Improvement: Outcomes of Evaluation," details multiple outcomes associated with practices that have enabling characteristics. The conclusion discusses enabling conditions, planning and implementation strategies, and self-evaluation activities. Twenty-six references are given. An addendum to the report contains five appendices, the first describing the study methodology and the other four presenting data gathered during program implementation in three California school districts--Santa Clara Unified, Mountain View-Los Altos, and Moraga--and one district in North Carolina, Charlotte-Mecklenberg. Included are descriptions of each district's setting, evaluation program strategy, staff development and teacher evaluation outcomes, remaining obstacles to overcome, and policy context. (CJH)