During the summer 2020, when remote instruction became the norm for universities due to COVID-19, expectations were set at our school of engineering for interactivity and activity within synchronous sessions and for using technology for engaging asynchronous learning opportunities. Instructors were asked to participate in voluntary assessment of their instructional techniques, and this "supportive" assessment was intended to enable growth in remote teaching as well as demonstrate excellence in the School's instruction. Preliminary results demonstrated what is possible with voluntary assessment with a "support" focus -- namely instructor willingness to participate and encouragement in the use of desirable teaching practices.