The major purpose of this study was to modify and assess the efficacy of a structured data-recording technique. The Structured Data-Recording (SDR) with practice technique is used to assist evaluators to capture classroom observation data, analyze the data, and make decisions regarding teacher performance. In addition, the study examined the effect of gender on classroom observation and analysis skills. A modified pretest/posttest control group design was used. The data for this study were gathered from 77 teacher evaluators in the Des Moines Independent Community School District, Des Moines, Iowa during the 1985-1986 school year. Five instruments were used to collect pretest and posttest data;The experimental group teacher evaluators received the one and one-half days of the SDR training in Des Moines, Iowa and then practiced the technique in the field for approximately six weeks. At the end of the six-week period, teacher evaluators in both experimental and control groups participated in the posttest. Pretest/posttest data were analyzed using the analysis of variance technique;The study yielded the following findings: (a) Evaluators were significantly better able to identify teacher performance strengths following the SDR training; (b) Training did not have a significant effect on evaluators' ability to identify teacher targets for growth; (c) Female evaluators were significantly better able to identify teacher targets for growth than male evaluators; (d) Gender did not have a significant effect on evaluators' ability to identify teacher performance strengths; (e) Neither training nor gender had a significant effect on evaluators' ability to record specific data; (f) Neither training nor gender had a significant effect on evaluators' level of confidence in data collection and data analysis skills. The findings of this study clearly support the need for additional research to improve the training process and to examine the characteristics of the evaluators.