Both speaking and listening are essential to effective communication. Unfortunately, meaningful two-way exchanges are largely absent from conversations about improving professional practice. Instead, many teachers say that they feel the observation and evaluation process is something that is done "to" them--at the post-observation conference, the supervisor recounts how the lesson went, and then the teacher signs off on a form that will be copied and placed in his or her box later that day. In this article, Shelly Arneson describes how school leaders can shift evaluation conversations from an inspection mode to a reflection mode. Recommendations include narrowing the topic of the conversation to a couple of key practices and focusing on evidence gathered during the lesson observation; being willing to admit that you don't have all the answers and that the goal is to learn and grow together; listening as much as you speak; using effective body language; and using open-ended questions and targeted feedback that invite dialogue instead of shutting it down. Evaluation conferences based on a reflection stance, writes Arneson, are more likely to improve professional practice.