In response to initiatives to increase educator effectiveness states throughout the nation are placing greater emphasis on teacher evaluation tools that differentiate teacher effectiveness and include timely and constructive feedback. One of the three principles of the Elementary and Secondary Education Act (ESEA) flexibility waivers requires that states develop and implement teacher evaluation and support systems that "provide clear, timely, and useful feedback, including feedback that identifies needs and guides professional development" (U.S. Department of Education, 2012, p. 6). As states and districts begin to develop and implement new teacher evaluation systems, they need to identify ways to use evaluation findings to provide individualized feedback that will facilitate professional development (Kane & Staiger, 2012). In response to these needs REL Central developed a research project in collaboration with members of the educator effectiveness research alliance to examine perceptions of evaluator feedback. This presentation will describe efforts to develop and test a survey to gather teacher's perceptions of the feedback they receive from their evaluators, specifically their perceptions of usefulness, accuracy, and credibility of the feedback. The presentation provides information on the iterative process used to develop and test the survey and will also describe how the survey is being used in research and evaluation efforts. One table and two figures are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]