The authors of this article are engaged in an ongoing pilot implementation and study of the Los Angeles Unified School District's (LAUSD) Educator Growth and Development Cycle, known as EGDC. LAUSD implemented the EGDC pilot in the 2011-12 school year, focusing on a small subset of volunteering school administrators and teachers. The district's experience provides three important lessons for federal, state, and local district policy makers considering implementing similar evaluation and support systems: 1) Be realistic about the human capacity required by the system, 2) Be flexible enough to adapt to changing circumstances, and 3) Allow time for research and development.