Included in this summary analysis of three journal articles and two documents on teacher evaluation are reports that touch on difficulties facing school officials in developing a teacher evaluation system and suggestions for assessing the strengths and weaknesses of an evaluation system. The first article, by Susan S. Stodolsky, challenges evaluation methods that rely on classroom observation alone and emphasizes the importance on the entire instructional context. The second, a document written by Rand Corporation researchers, concludes from a study of four exemplary school districts that the teacher evaluation process is inseparable from the school district's larger organizational context. The three remaining selections focus on practical aspects of implementing a teacher evaluation system. In his guide, Thomas L. McGreal identifies nine "commonalities" of effective systems that support his conviction that evaluation should help, rather than judge, teachers. Taking the position that some form of summative evaluation is nonetheless needed for making personnel decisions, James Raths and Hallie Preskill offer recommendations to guide administrators through the task of teaching staff assessment. Because of the potential legal implications brought with any personnel decision, the final selection by Donovan Peterson provides guidelines for ensuring that a teacher evaluation system will withstand judicial scrutiny. (CJH)