Over a relatively short period of time, states and districts across the country have embraced reform surrounding teacher evaluation and compensation. Public concern over teacher evaluations, combined with federal initiatives designed to support teacher evaluation reform, led many states to adopt more comprehensive evaluation systems that draw on multiple sources of information. In special education, there is not a complement of research to inform teacher evaluation practices. States and districts across the nation are applying assessment approaches validated in general education to special education teachers with little research-based guidance (Holdheide, 2013), and they are doing so despite commentary from special education researchers that these practices may not be feasible or appropriate for special educators (Benedict, Thomas, Kimerling, & Leko, 2013; Johnson & Semmelroth, 2014; Jones, Buzick, & Turkan, 2013). The purpose of this paper is to explore the most well-researched and used evaluation methods and discuss implications of applying those methods in special education teacher evaluation.