This has begun to change. A rising consensus defining good teaching, based on research and data collection, has been reached. Frameworks have been created that allow principals to discuss best practices with confidence and guide professional development based on agreed-upon criteria explaining what good teaching is. Competing frameworks exist that you can consult, but all have the same core principles and serve to support the principal’s ability to lead change in a building through rigorous personnel evaluation. These frameworks are being readily adapted into evaluation models in many districts-and even adopted by many states-throughout the country. Embrace this change as it occurs within your state or district. If it is not occurring, lead the transition.