This paper reports on the implementation of a formative evaluation plan developed by nine educators (seven teachers and two administrators) in Richland School District Two (Columbia, South Carolina). Experienced high school teachers set improvement goals for themselves and met with evaluators or peers throughout the year to discuss progress and possible strategies. Following a training session conducted by the development team that included information about formative evaluation, ways to conference with peers, and how to videotape a classroom lesson, the teachers selected an area of professional growth that was observable in the classroom, and taught a lesson while being videotaped or observed by a colleague. Prior to the observation, the two teachers conferred confidentially about the lesson's focus. Subsequent to the observation, they met again to discuss what had taken place and to determine how the teacher could improve. Teachers and administrators stated that there were a few minor problems associated with implementation of this plan, but overall, the teachers found positive effects including an increased sense of professionalism, new relationships with colleagues, a more reflective view of teaching, new leadership roles, and improved classroom instruction. (LL)