The common assumption that teacher evaluation has a positive impact on the improvement of teaching is challenged. Critical challenges to the assumed contribution of teacher evaluation to learning originate from at least three areas of scholarly work: (1) revisionist/Marxist literature, which describes educational structures including teacher evaluation as mechanisms for reproducing the social and economic class distinctions of society; (2) literature on educational organizations and teaching, which examines relationships between the management and service sectors; and (3) literature on the educational and social factors that contribute to the development of creativity. While teacher evaluation may promote teacher behavior that is oriented toward organizational goals, there is little evidence that it contributes to an improvement in learning. It appears that teacher evaluation may, indeed, be detrimental to creative teaching. (TJH)