A new paradigm for evaluating school restructuring that is based on the teacher-as-researcher concept, or action research, is presented in this paper. The first section compares the traditional and new evaluation paradigms. The old model is competitive, one-dimensional, reactive, and based on external change agents; it appeals to fear and views the teacher as passive. The new model is cooperative, three-dimensional, responsive, and based on internal change agents; it appeals to inspiration and views the teacher as active. The second section examines problems involved in shifting to the new paradigm. Resistance to change is often based on expectations and past experiences; the questions most often asked by novice evaluators are Who, How, When, and Why? The Learning Laboratory Initiative, a district-level restructuring project, has four goals for evaluation: (1) empower the stakeholders; (2) support the work; (3) showcase what is being learned; and (4) inform policy development. A conclusion is that evaluation for development purposes helps change schools into true learning organizations. Teachers and local shareholders engaged in designing, implementing, and evaluating their educational vision accomplish a shared mission, personal mastery, and team learning. Appendices include a comparison of evaluation paradigms, a description of the roles and responsibilities of the evaluation coordinator, and a figure demonstrating the quartiles of collaborative inquiry. (Contains 22 references.) (LMI)