Implementing teacher evaluation systems across the United States has created both challenges and opportunities to improving teacher quality. Lessons learned at the state level illustrate a wide range of challenges with system implementation, including value-added growth scores, implementation timetables, and human capital demands (McGuinn, 2012), but what are we learning about teacher evaluation at the school level? During a recent professional learning session, a group of K-12 teachers reflected on their interactions and experiences about campus principals and teacher evaluations. This question launched the conversation: “How is the principal promoting your professional growth using teacher evaluation?” From that came this exchange: A: It depends on the principal. Q: What do you mean? A: The principal either talks with teachers like evaluations are a “gotcha” or