The purpose of this report was to consider ways to integrating teacher evaluation and professional development--specifically, to explore innovative ways to harness feedback from teacher evaluations for the creation of personalized professional learning for teachers. This study was commissioned by the planning council members of the Metropolitan Educational Research Consortium (MERC) for use by practitioners--leaders in public education. The following seven innovative approaches to personalize teacher learning are explored as possible mechanisms to bridge evaluation and professional development: individual or peer portfolios; National Board Certification; computer-mediated content management; peer evaluation and coaching; computer-mediated coaching; unconferences; and virtual learning communities (VLCs). These innovations represent a wide range of options--from low to high-tech, from face-to-face to computer-mediated, from internal to external oversight and management. The author summarizes relevant research studies on these approaches, presents strengths and weaknesses, and gives recommendations for consideration prior to implementation. The research literature recommends that school leadership begin from a place of introspection--clarifying goals and purposes, assessing infrastructure, commitment, timeframe, and resources--and choose the approach that best matches, all while striving to align actions with best practices and avoid pitfalls common to evaluation and professional development processes.