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Performance evaluation is one of the important components of each organization, and educational organizations are not exceptions. According to the results of many studies, the single most important factor in determining student academic success or failure is the classroom teacher. Therefore, teachers are at the center of attempts to improve or reform the educational system of any country. Because of their importance, educational systems need to be assured that teachers perform their best to enhance student learning and try to improve teachers’ performance by identifying the strengths and weaknesses of their performance for further professional development. Both of these aims can be achieved by developing a research-based teacher evaluation system. With due consideration of the requirements of developing an evaluation procedure, the present study aims at proposing a new model for EFL teacher performance appraisal.  For so doing, a number of relevant studies on teacher evaluation and effective teaching, relevant national documents, and EFL teachers’ and experts’ views were investigated. Then, for making decision regarding the components of the assessment procedure, Delphi technique was used. The decisions made about the components of proposed model are discussed and the requirements for its implementation are explained

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Performance evaluation is one of the important components of each organization, and educational organizations are not the exceptions. Teachers are believed by many researchers as the single most important factor influencing student academic success or failure. Therefore, they need to be at the center of attempts to improve or reform the educational system of any country. Considering the pivotal role of teachers, educational systems need to be assured that teachers perform their best to enhance student learning, and also they should try to improve by identifying the strengths and weaknesses of teachers' practice for further professional development. The present study tries to examine the effectiveness of the current teacher evaluation system in Iran from EFL teachers’ perspectives. For that matter, a survey consisting of both Likert-scaled and open-ended questions was developed based on theoretical underpinnings of purposes for teacher evaluation, experts’ views, and the purposes of foreign language education as stated by the National Curriculum. 423 English language teachers were asked to answer the questions included in the survey. The results indicated the current teacher evaluation system did not contribute to teacher professional development nor could it assure teacher accountability. The results of the study as well as the requirements for developing an alternative model for EFL teacher evaluation are discussed