School reform and teacher evaluations have become primary concerns for education policymakers in recent years. However, a standard one-size-fits-all method of evaluation, such as value-added evaluation, may not give an accurate assessment of all teachers. This article proposes an alternative to the general evaluation of visual arts educators by considering the effect that certain contextual factors have on these teachers. The author suggests that when evaluating art teachers, the contextual factors of "advocacy," "repetitive revision," and "taking in the big picture" can contribute to a more accurate assessment of what these teachers accomplish beyond student achievement on standardized exams.