Introduction: Why the Fuss Among the questions on the agenda of modern school education the problem of teacher evaluation and his/her further integration into the school education system is one of the most complicated. Indeed, a considerable investigation on the ways of evaluating the teacher, the code of teacher’s conduct at school, and the reasons for his/her probable dismissal are to be considered. With help of the findings of the given research, probable ideas on how to improve the existing system of teacher’s evaluation at school can be suggested, which will result in the increase of the efficiency of teacher’s performance and have its effect on the relationships among the teaching staff in the school, as well as the relationships between the given teacher and the school principal. In addition, the given research will have an impact on the reassessment of the modern school culture. As Kowalski mentions, “often, it is difficult to accurately diagnose school’s culture because artifacts and espoused beliefs do not always reveal basic and shared assumptions that have considerable influence on behavior” (57). Indeed, the system of school rules may conflict with the basic idea of how to approach the given teacher’s work. As a result, numerous misunderstandings and conflicts can occur. To prevent such cases from happening, one should reassess the approach to teacher evaluation. Evaluating a Teacher: The Criteria Evaluating the teacher is an event of crucial importance for the entire school, for this is what the positive environment for absorbing knowledge in school depends on. Using the evaluation results, the teacher will be able to structure his/her own further personal and professional development and search for new and more efficient ways of teaching the students. Outlining the major points concerning the existing system of teacher evaluation is a necessary step to create a better environment in the class. It must be marked that the modern system of teacher evaluation is a multi-element structure where each of the ingredients is closely intertwined with the other. At present, the teacher evaluation system is composed mainly of three basic elements, which are the communicational aspect, the assessment of collaboration, and the evaluation of the organizational commitment (7), as Stronge (2003) explains. Thus, it seems that the key issues of the teacher’s practice have been touched upon. Yet it seems that, for the most efficient evaluation of the teacher’s work, one has to consider one more aspect, which is self-perfection. Even though reaching for the stars is practically impossible, one has to keep in mind that the two key goals of the entire evaluation process are quality assurance and professional development (8), as Danielson (2000) says. Teacher Discipline: Ahead of the Class There is a widespread myth that the school rules are designed only for students. However, such an assumption is completely groundless. Since the school order depends on each of its elements, the teacher’s discipline is as important as the students’ one. School discipline is often mistaken by the students with a set of “must not’s”, which is wrong. Encompassing every single aspect of the school system, school discipline is brought to enhance the students’ security and offer them protection. Likewise, the teacher’s discipline is the scheme that helps to coordinate the work and create