Teachers have a stake in determining the qualifications of evaluators of teacher effectiveness. Teachers are justified in demanding that the evaluators be highly competent and well trained, especially when judgments about a teacher's worth or merit are being made. To the extent that administrators must be confindent that the evaluations on which they make decisions are valid, they, too, have a stake in appraising an evaluator's qualifications. Within this context, three methods of evaluating teacher effectiveness--Criterion-Referenced Supervision, Instructional Management Systems, and Teaching Performance Tests--are discussed. Each discussion includes suggestions or questions that may be raised by teachers about the method for appraising teacher effectiveness. (LC)