Evaluating special education teachers is an especially salient topic for secondary principals because special educators in middle and high schools often collaborate with numerous content-area teachers and have varying degrees of direct instructional impact. The author's experiences as a secondary special educator and as a supervisor responsible for managing special educators in inclusive settings have illuminated five important factors that she believes should be taken into account when evaluating special educators' performance. They are: (1) student outcomes; (2) academic and behavioral instruction; (3) collaboration with general educators; (4) case management; and (5) professional growth. These recommendations stem from Melissa Driver's experience navigating the complex role and responsibilities of a special educator who cotaught in inclusive settings at the secondary level, as well as her experience supporting teachers in similar positions. The role of a special education teacher is strongly influenced by their students, schedules, and schools. Their responsibilities vary immensely and are dictated by environment and, more appropriately, by student needs. Ultimately the evaluation measures that are most appropriate for each special educator may need to be decided at the school level as a collaborative effort between administrators and teachers. Although considering special educators' roles and responsibilities individually--and evaluating their performance accordingly--may take more resources and effort, that type of individualization is precisely what special educators must do for students with disabilities.