This national study served to provide a status report of the teacher performance evaluation components, procedures and models in use. The mandates relating to teacher performance evaluation were collected from each of the fifty states. These data were analyzed, and nine of the fifty states were identified as mandating the teacher performance evaluation system that the school districts must use. From those states not having mandated systems, there were 700 school districts identified and surveyed. A total of 444 districts, or 63% of the sample, responded to the survey;The analysis of the collected data was designed to identify the teacher performance evaluation system components and procedures in use across the United States, the types of teacher performance evaluation procedures in use in the mandated states as contrasted to the procedures in use in the non-mandated states' school districts, the teacher evaluation models, if the geographic location of the school district is related to the evaluation model in use, and if the size of the school district is related to the evaluation model in use;It was found that there is not uniformity from state to state as to which evaluation procedures are mandated. Nine states mandated the total evaluation system; the other forty-one states allowed their school districts to develop policies for evaluating teachers;Four teacher evaluation models were defined: the Common Law Model, the Goal-Focused Model, the Clinical Supervision Model, and the Integrated Model. Data collected indicated that these four models are being practiced across the United States;No obvious utilization pattern of teacher evaluation models is observed when categorized by the district's geographic location or the district's size. The models of evaluation do not appear to spread evenly among the geographic regions or the different sized school districts;Clearly there has been a trend in recent years not only to require that evaluation take place, but to require that specific evaluation procedures take place. There has been a change in emphasis from the traditional "summative-judgmental evaluation for employment decision-making" to a "formative-developmental emphasis on personnel growth."