This book shows how a school district's local teacher evaluation committee can design evaluation systems in which educators can achieve the dual purposes of accountability and professional development and even merge these purposes. A structural framework for designing the evaluation is proposed that locates teachers in one of three tracks: the beginning teacher program, the professional development track, and the teacher assistance track. The chapters are: (1) "A Flawed System"; (2) "The Once and Present Context for Teacher Evaluation: Important Lessons"; (3) "A Blueprint for Teacher Evaluation"; (4) "The Evaluative Criteria, or the 'What'"; (5) "Sources of Information"; (6) "Evaluation Procedures, or the 'How'"; (7) "The Design Process"; (8) "Track I--The Beginning Teacher Program"; (9) "Track II--The Professional Development Track"; (10) "Track III--The Teacher Assistance Track. An epilogue stresses the importance of professional collaboration in evaluation. Two appendixes contain case studies of teacher evaluation in two school districts. (Contains 48 figures, 21 references, and an index.) (SLD)