A comparison of teacher appraisal systems in Georgia and Texas demonstrates many similarities between the two programs. The Georgia Teacher Evaluation Program identifies effective teaching practices, areas where development can improve instructional effectiveness, and teachers who do not meet minimum standards. The Texas Teacher Appraisal System (TTAS) is intended to encourage professional growth for both teachers and administrators and improve classroom instruction. Five assumptions serve as the foundation for the TTAS, for example: teaching is viewed as an intentional act that has student growth as its goal, and no single model of teaching is mandated. Georgia's appraisal instrument contains 3 major teaching tasks with 10 related dimensions in the standard form followed by 11 subdimensions in the long form. The Texas appraisal instrument has 5 domains with 13 criteria and 65 indicators. Each system has extensive training sessions for trainers and evaluators as well as mandatory orientation programs for teachers. Both appraisal programs require classroom observation for data collection and scoring and include examples related to specific statements or indicators. Six attachments include the Georgia and Texas teacher observation instruments. (EJS)