signed which account for the varying judg mental expertise of colleagues, students, and other parties and which can effectively serve the specific needs of various teachers yet contribute to the available fund of knowl edge concerning teaching effectiveness in social work. As a prelude to such efforts the present discussion focuses upon institutional barriers to the evaluation of social work teaching, the relationship between teaching evaluation and teaching proficiency, the delineation of criteria for evaluation, the selection of outcome measures, the differ ential efficacy of evaluations by colleagues and students, and future directions for evaluation research concerning teaching ef fectiveness.