A principal boasts that he spends two hours a day in classrooms. And it is true--he really does visit his school's 17 teachers daily, chatting with students and occasionally chiming in on a lesson. But when teachers are asked what kind of feedback they get, they say the principal rarely talks to them about what he sees when he strolls through their classes. In this article, the author argues that the process by which most teachers are supervised and evaluated is inefficient, ineffective, and a poor use of principals' time. It needs to be drastically streamlined and linked to a broader strategy for improving teaching and learning.