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Methods of evaluating teacher effectivenessshould have the appropriate skills and competencies. Since the evaluation is veryimportant for teachers and since the results depend increasingly on individualrelations and cooperation at the school level, successful evaluation mechanismsshould be given a special attention to develop powers and define responsibilities inthe evaluation process.The following is an analysis of two important aspects:• Evaluators;• Development of assessment skills.EvaluatorsThe role of the evaluator is played mainly by:• Teachers (internal or external): for the teachers of the school being assessed.• External inspectors: they may be responsible for assessing individualteachers, for assessing teachers in the role of assessors, or school principals.• School principals. In some cases, school principals assess not only the competenciesas pedagogical skills, but also other duties within the school.Participation of multiple evaluators is often seen as crucial for successfulpractice, because to judge and evaluate the quality and performance of teachers,more than one person participates. Danielson and McGreal (2000) explain that“360 degree evaluation systems”, in which many assessors take part, support theidea that a teacher’s competence can be examined from different perspectives andthat it should serve as a first model of all angles.Development of the assessment skillsAn aspect which does not pay much attention to the different policies is thedevelopment of skills for assessment. This is an important area to ensurethe legitimacy of the evaluators and effectively using assessment results. Thedevelopment of skills and competencies for evaluating teachers throughout theschool system takes time and a full commitment.The success of any teacher evaluation system depends on thorough trainingof evaluators. Experience tells us that the assessors should have a variety ofcharacteristics and competencies, including ; (i) teaching experience, (ii) knowledgeof the theories and methodologies of evaluation in the field of education, (iii)knowledge of the concepts of quality of teaching; ( iv) knowledge of systems andprocedures to ensure quality in school education and (v) developing a sense ofinstruments, including reliability and validity of the survey and other assessmenttools (vi) knowledge of the psychological aspects of assessment, (vii) experience inquantitative evaluation classification, and (viii) perfection in communication aboutassessment and response capabilities. These areas should be given priority in terms97Volume 1 - Number 1 - 2013