Date of Original Version
Teacher evaluation has become the focal point for education reform and improvement of U.S. schools over the last several years. At the center of the debate is the primary function of teacher performance management systems. This paper argues that teacher performance management systems which focus on the function of development and improvement will be most effective. Current teacher evaluation systems are examined using the transtheoretical model for behavioral change and examine which evaluation systems create the environment for teacher behavioral change that will be most successful. Ultimately, an organizational and educational culture of trust and support is necessary for the implementation of an effective teacher performance management system.