The purpose of the work is the conceiving of the mixed standard evaluation scale (SESM) regarding to the teacher behavior. The objectives of the work are- The delimitation of the pedagogical, managerial dimensions necessary for the teacher in the classroom, in the relations with the pupils, the teachers, the parents, etc. - the training of the teachers in the research activity thought the participation of the scale conceiving, - The realization of the comparison between the scale dimensions and the fields, the competences of the teachers from the forming standard conceived by the Board of Education and Research, Romania. The values The measure is achieved thought the collaboration with the teachers who were participated at the forming course, respecting the values at which is substantiate the adult education. The theoretical and conceptual frame The reference points had founded in the methodology of the conceiving of the valuation scales and in the needs of the permanent forming of the teachers from Romania, the permanent forming is a priority step in the education reform. The methodology The elaboration of the scale had realized in conformity with the next stages> The first stage is the one of the individuals discussions with the teachers, the discussions ended with the enumeration of the 10-13 dimensions who characterized an efficient behavior of the teacher. The second stage is the engendering of the behavioral inferior, medium and superior examples for each of the dimensions from the first stage. The third stage consisted in the retroversion of the behavioral examples. The previous behavioral examples had ordered alienator through a questioner. A group of 21 teachers realized the operations for redistribution of the examples at the dimensions from the first stage. It keels, in conformity of the methodology to conceiving of the scale, that dimensions at which it had allocated 80 % from the behavioral examples from the first stage. The fourth stage / it give marks from one to nine, for each behavioral dimensions, the experts, the teachers (national formatters), gave the marks. It had eliminated the examples with a standard deviation more than 1, 5. The fifth stage is the one of the elaboration of the final form of the slip; each professional dimension must to have three behavioral examples, which is a superior, medium and inferior behavior. These anchor examples exist in a questioner. The testing of the slip validity (evaluation scale) It had realized at one staple of 200 teachers from Caras-Severin. For the assessment of the characteristics of the valuation instrument, I take into account- the variables of the format ( the total number of the dimensions, the needs of the evaluation, the work of the author an the numbers of the anchors) - the content variables ( the anchors were the behavioral examples, the defining of the dimensions, characteristic of the teachers, the completion of the slip with the mention of the age, sex, age in education) In the elaboration of the slip, I take into account the next questionsIn what measure is, implicate the evaluator and the evaluated in the scale conceiving? What time it passed from the scale collaboration to the experimentation and the application of the scale? What persons can be the possessors of the results? The conclusions The scale allowed the realization of the teacher profile in the stage or the permanent forming of the teachers. In the conceiving of the scale had participated many teachers. Through the application, the scale allowed the identification of the defects in the behaviors of the teachers, these aspects being add in the next stage of the permanent forming. Through the comparison of the scale, dimensions and the dimension from the forming standard had realized the point of meet between the practical stage of the teachers and the theoretical stage. The originality of the instrument consists in his conceiving through the participation of that will be evaluated with the SESM slip. Therefore, the scale expresses the forming needs of the teachers, it will be apply fast by the evaluators and it constitutes a feedback for each teacher.BibliographyL. Cadariu, Management educational (Educational management), Mirton, Timisoara, 2004, H. Pitariu, Masurarea performantelor umane (The estimate of the human performances), Ed. All, Bucuresti, 1994, Vogler J., Evaluarea in invatamantul preuniversitar, (The evaluation in the preuniversitary education), Polirom, 2000, Toca, I., Management educational, (Educational management), EDPSA, Bucuresti,S. Cristea, Pedagogical Dictionary, EDP, Bucuresti, 2003 European journal