This report focuses on the perceptions and experiences of teachers and administrators during the first year of REACH implementation, which was in many ways a particularly demanding year. These experiences can be helpful to Chicago Public Schools (CPS) and to other districts across the country as they work to restructure and transform teacher evaluation. This report is the first in a series of studies on Chicago's REACH teacher evaluation system. Chapters 1 and 2 of this report describe the observation and student growth elements of REACH and provide participants' perceptions about the value of this initiative as both an evaluation and development tool. Chapters 3 and 4 describe participants' experiences with implementation, focusing on communication, training, and time demands. Finally, in Chapter 5, is presented some questions to consider as implementation continues. Subsequent work will investigate the consistency in observation ratings, the multiple measures of student growth, and the relationships among these variables. As the initiative continues to unfold, future work will also examine changes in these measures over time. The report includes: Appendix (A) Chicago Public Schools Evaluation Checklist and (B) The CPS Framework for Teaching (abbreviated version), Endnotes, and About the Authors.