The Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA) in 2015, recognizes the important role educators play in improving education outcomes for students of color and students from low-income families--groups that historically have included large numbers of English learners (ELs). ESSA requires state education agencies (SEAs) to have a plan to ensure that these students are not served disproportionately by "ineffective, out-of-field, or inexperienced" teachers. One way to ensure that all students have equitable access to well-prepared, effective teachers is to establish evidence-based systems that clearly articulate the competencies a teacher must possess to be successful in educating all students to high standards and that encourage, guide, and support teachers as they work to improve their knowledge base and instructional practices. This document reports on a three-year collaboration among three organizations--the American Institutes for Research (AIR), Education Northwest, and the Council of Chief State School Officers (CCSSO) English Language Learner State Collaborative on Assessment and Student Standards (ELL SCASS). The two widely used teacher evaluation and support systems are the Danielson Group's Framework for Teaching and the Marzano Focused Teacher Evaluation Model. The goal of the collaboration was to integrate attributes that are characteristic of effective teachers of ELs (i.e., critical attributes) and exemplars of effective instructional practices (i.e., examples, resources, and exhibits) for ELs into two widely used teacher evaluation and support systems. This document begins with an overview highlighting the transformational impact that targeted, iterative, and regular observation and feedback can have on improving teaching practice. It also highlights the need to provide specialized support for teachers with ELs in their classrooms. It then turns to a description of the process that the two working groups engaged in to produce the tools and concludes with the competencies that well-prepared teachers of ELs should demonstrate.