External performance assessments for teachers of mathematics have traditionally been accomplished through reviews of student comments as well as through formal evaluations by superiors. Additionally, evaluating lecture-based teaching (as opposed to more active learning environments) focuses primarily on classroom performance, curriculum planning, materials development, and assessment of student performance. In this article we identify four additional qualities that are desirable when one is teaching mathematics in a problem-solving curriculum. We then offer various modes of feedback that teachers can use to help achieve a comprehensive assessment of their own teaching effectiveness. (Contains 1 figure.)