Phi Delta Kappa's Teacher Appraisal For Improvement Workshop (TAFI) was examined relative to its effectiveness in changing the attitudes of teachers, administrators, and others toward teacher evaluation. A sample of 315 respondents (mostly administrators), from 13 workshops conducted by two leaders, was given a pre workshop and a post workshop attitude inventory. The inventory consisted of ten situations describing teacher evaluation criteria. The criteria included: unstructured or systematic evaluation by administrators, peers, or students; teacher skill testing; and scores on standardized or objectives-based tests. Respondents were asked to indicate their degree of willingness to implement the situations in their schools on a five-point Likert scale. Repeated measures analysis of variance for each item revealed that the three groups differed significantly on four situations; teachers were less willing to use most evaluations than administrators. While the attitude change for all groups was positive, the magnitude was small. Furthermore, no indication was provided of the long-term effects of TAFI. (A table summarizing the ten approaches to teacher evaluation is appended.) (Author/CP)