In the twenty-first century, school improvement is the focal point for educational leadership, in which the school building administrator is recognized as the catalyst for this necessary improvement. Within the area of teacher evaluation, the evaluation tools, along with the amount of time, format, and feedback, have changed dramatically from the past procedures used by the principal as manager. Here, Kersten and Israel explore these issues through the eyes of Illinois building-level school administrators who serve in the northern Cook County suburbs. (Contains 3 tables.)