Teacher evaluation policy is a poignant and high-stakes issue. Driven by research, stakeholders are forging ahead with the premise that quality teachers are a critical, if not the most important, resource. As a result, many states are reforming procedures in response to educational reforms. The change to evaluate teachers in a systematic way has understandably led to widespread implementation concerns, equity issues, policy and procedure questions, and teacher anxiety. Teacher anxiety may be especially magnified for the dance educator who often faces perceptions that dance is an extracurricular nicety. Current trends in teacher evaluation reform may further marginalize dance by evaluating student test scores and implementing evaluations by administrators with little dance content knowledge. Principal feedback is a crucial component of teacher evaluation, yet inadequate knowledge of dance may lead to insufficient teacher evaluations and instructional progress. By strategically exposing principals to the art of dance through arts integration, teachers may be successful in improving perceptions and knowledge of dance that could ultimately result in higher quality of teaching and learning.