Observation systems can provide teachers with information about how to improve their instructional practice and can lead to improved student outcomes. However, most observation systems have not been designed to address issues specific to special education. An effective special education teacher evaluation system must measure and provide targeted, corrective feedback on instructional practice, rely on the use of raters and observers with content specific expertise and be correlated with individualized student growth measures. In this article, we explore the question of whether objective measures of special education teaching can be created and implemented in a valid and fair way that yields useful and reliable results, and examine issues related to the content of the observation, requirements for raters, and the type of feedback that will be required to support instructional change in the context of a recently funded research project, Recognizing Effective Special Education Teachers (RESET). [This article was published in "Texas Education Review" v4 n1 p71-83 2016.]