Few teachers are evaluated on their ability to use technology in the classroom despite conclusive evidence that its effective use has a positive impact on student achievement and that large amounts of resources are dedicated to placing technology in schools. Teacher evaluations in 220 school districts were reviewed for this study. Only one-fifth of the evaluations include technology skills as a specific criterion, with the majority of these occurring in larger districts. Reasons for this low rate of technological assessment are offered as well as sample evaluation language that districts might consider. These findings may assist policy makers in developing better teacher assessment tools and improve the implementation of technology in schools.