Principals know that effective teachers are the greatest school-based contributors to improved student outcomes. What is not always clear is how principals can help teachers adapt their instructional practices to the increasingly diverse learning styles they find in their classrooms. Teacher evaluation practices are typically not seen as a tool for improving teacher effectiveness, yet regular, consistent feedback on classroom instruction can be enormously empowering to new and veteran teachers alike. In this article, the authors present summaries of the research on common evaluation policy components across seven midwestern states (Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin). Each summary indicates how the current reality stacks up against research-based best practices. The authors also provide recommendations for improving teacher evaluation policies and procedures. (Contains 1 figure.)