This article aims to provide guiding principles for English language teacher evaluation through the review of recent accounts of research and practice. Teacher effectiveness needs to be contextually defined and measured. It is suggested that education providers need to work with all stakeholders in their systems both to define criteria for effective teaching and the means by which it may be assessed. As teacher evaluation is multifaceted, a range of data needs to be collected encompassing the views of all the stakeholders as well as the reflections of teachers themselves. Teacher evaluation should not be regarded as a summative product, the result of single evaluation measures conducted upon teachers, but should be thought of as a formative process in which teachers are actively engaged. Regarding evaluator training, it should not be assumed that those charged with evaluating teachers are, because of their positions, adequately trained to perform the evaluations. Evaluator training should be carried out before any evaluation is conducted under a new system. In order for the evaluation system to be meaningful and contribute to improvements in the education system as a whole, it should be seen primarily as a means of professional development for teachers as well as for anyone else involved in the process.