This paper is an overview of a teacher evaluation program developed by two elementary school principals in Ralston, Nebraska. The program's development is traced from its planning stage through implementation. Points of emphasis show how administrators and teachers jointly developed teacher standards of competence and show how this relationship was fostered throughout the evaluation process. Topics relating to the implementation of the evaluation program include formative and summative evaluation cycles and timelines and how these affect probationary and tenured teachers. Special emphasis is placed on dealing with marginal teachers and the use of due process procedures. A sample teacher evaluation form is included. (Author/LD)