Effective teaching is a multidimensional construct. In order to provide measures of distinct components of teaching effectiveness, the instrument of teacher evaluation should be designed to reflect various dimensions of effective teaching. The purposes of the present study were to identify the dimensions of information sought using teacher evaluation and to collect exemplary indicators for developing instruments of teacher evaluation. Teacher evaluation on teaching is a complex activity. Multiple dimensions of teaching call for integrative processes of analysis, design, development, implementation, and evaluation. Based upon an extensive literature review, thirty-three indicators for teacher evaluation were identified and classified by purposes. With the increased emphasis on the accountability of a teacher's teaching in the primary and secondary education, teacher evaluations are a valuable, viable, and necessary indicators of teaching effectiveness. The use of teacher evaluation for confirming teaching quality is enhanced by an understanding of the use of the nature of the underlying dimensions and indicators. If teacher evaluation on teachers‘ teaching behaviors is accurate and fair with appropriate dimensions and indicators, it could contribute to improving the process of teaching and learning with teachers' professional development.