From ‘gotcha’ to growth: How principals promote learning in the context of teacher evaluation. By Janice Bradley The author examines the actions of principals who structured schools to create supportive conditions for teacher growth aligned to the evaluation system and empowered teachers to make decisions about selecting learning designs. These principals recognized that if teachers were to become effective as defined by their state’s teacher evaluation rubric, they needed to create structures for job-embedded professional learning along with developing whole-staff capacity for shared ownership in the process. Tell me so I can hear: A developmental approach to feedback and collaboration. By Ellie Drago-Severson and Jessica Blum-DeStefano Feedback plays an important role in education. But when and where do educators learn how to give feedback, especially to adults who