The presence of selected standards and criteria found within special education teacher evaluation forms was investigated. In 1979, directors of special education districts, assistants to the directors, and directors of joint agreements were requested to send a copy of the teacher evaluation form most commonly used in their schools. In 1982, the same sample was again asked to send their teacher evaluation forms. Each form (n=132) was scored on seven standards: (1) discipline, (2) behavior management, (3) classroom management, (4) instructional, (5) relationships with parents, (6) professional development, and (7) communication between special education and local district. A mean was derived for each criterion statement for each standard. The seven selected standards did not demonstrate a statistically significant difference between teacher evaluation forms of 1979 and 1982. Examination of a specific criterion within each standard did demonstrate growth in the stated criterion between 1979 and 1982. The increase in the number of rankings for a selected criterion did indicate compliance with state and federal mandates with special education. Decreases in specific criteria were resultant of administrative/managerial perceived needs, and not resultant of improved special education teacher effectiveness. (Author/PN)