A major aspect of professionalism is a desire for collegial evaluation. The data presented came from responses to a questionnaire given to 244 teachers in 15 elementary schools. This study showed that elementary school teachers had little respect for evaluations of their teaching by other teachers. The teachers had a low estimation of the value of professional knowledge, skill, and training. There was also a lack of visibility of teachers' work to each other. An increase in the visibility of work, brought about by team teaching and open schools, increased the perceived soundness of evaluations of that work. The visibility of teaching per se had an independent impact on the importance of evaluations and the desired influence of evaluations. Team teaching was also associated with greater collegial control. Among teachers who were members of teams, a higher level of visibility of teacher's work was associated with an increase in the desired influence of and importance accorded evaluation by colleagues. It was suggested that the increased use of open schools and teams may lead to a more professional organization of teaching. Fourteen tables of statistical data are presented. The appendix includes the teacher questionnaire. (Author)