Teacher observations are conducted across school districts throughout the country to support school leaders and teachers in improving instructional practice. Teacher implementation of administrative feedback may vary depending on teachers' perceptions of the relevance and practicality of the feedback. This basic qualitative study was conducted with nine school leaders to learn their perspectives of how the implementation of the Facylitate™ toolkit informed their understanding of teacher practice, supported their feedback process and their feelings of efficacy in supporting teachers, their impressions of teacher trust and school leader perceptions of teacher willingness to follow and implement leader recommendations. School leaders reported that implementing the Facylitate™ toolkit helped build their understanding of teacher practice and promoted reflective conversations. School leaders realized improved perceptions of teacher trust. Leaders said the longitudinal reporting available in the Facylitate™ toolkit helped contextualize teacher practice along a timeline and supported leaders in their feedback and ability to offer differentiated professional learning to staff. School leaders noted gains in feedback turn-around times, improved feelings of authenticity in the observation process, and improvements in teacher practice. School leaders also spoke of using the embedded resource library to advance their professional learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]