Since 2010, there has been much policy activity on teacher evaluation. Many education policy makers have embraced the idea that improved teacher evaluation can cultivate genuine improvements in the teaching force and improved student outcomes. Can genuine evaluation actually enhance the effectiveness of those evaluated? Using structured interviews with educators and policy makers in five states, the authors find that rigorous evaluations can provide a focus for professional development and that the feedback from evaluations can encourage self-reflection and meaningful conversations focused on classroom practice among educators. Moreover, the data suggest that educators are open to such evaluations when certain key conditions are met in schools.