This investigation examined the perspectives of twenty National Board Certified Teachers toward the use of growth measures of student learning for teacher evaluation. An analysis of responses from four focus groups that included elementary and secondary teachers, showed that there is much concern about the validity and efficiency of current measures of student progress, whether use of value-added or shorter common "pretest-posttest" designs, and that there is much "gaming" of the systems to assure positive student growth results. Teachers reported low morale as a result of the emphasis on what they viewed as less than credible measures of student growth that could not account for student differences and other contextual variables. Classroom assessment emerged as a promising alternative the use of large-scale or common testing. Recommendations are included for implementing student growth measures that have greater validity.