Six essential teaching competencies and observable characteristics are outlined to help administrators evaluate special education teachers. Administrators are urged to use evaluation as an inservice tool rather than a weapon. The competencies include the following: (1) accurate and effective communication in the content area and professional rapport with students (for example, subject matter content spelled out in a total service plan for each student); (2) feedback and communication to enhance student learning and understanding (e.g., avoidance of sarcasm); (3) appropriate utilization of teaching methods and resources for each area taught (for example, provision of many alternatives in materials); (4) encouragement of student involvement, responsibility, and critical thinking (e.g., use of reality therapy to deal with behavior problems); (5) classroom management to promote the best use of instructional time (including organization to keep a system of accountability of materials); and (6) creation of an atmosphere conducive to learning, self-discipline, and development of realistic and positive self-concepts (including appropriate expression of a sense of humor). The objectives of special education should be fit into a total plan of instruction for the school. If principals accepted this philosophy, there would be no basic difference in evaluating the performance of regular and special education teachers. (CL)