The Massachusetts educator evaluation system is used to determine the effectiveness of educators. For school psychologists, this evaluation serves as administrative supervision; and often is the only type of supervision provided despite research indicating its need in order to deliver best practices. The process of providing meaningful and relevant feedback to school psychologists needs further investigation. This study aimed to identify ways to enhance school psychologists' experience with educator evaluation through an alternative approach. Participants consisted of school psychologists (n=24) who completed a survey about their past evaluations, attended two seminars, and completed a follow-up survey about their experience developing an educator plan using the alternative approach. The research design measured participant understanding of the evaluation system, degree of relevance and meaning behind the process, and impact on daily practice. Results indicated a significant difference between the level of understanding before and after attending the seminars. No statistically significant differences were found between participant responses pre- and post-seminar in regard to the relevance and meaning of the process, or the impact it had on daily practice. Participants indicated the alternative approach resulted in greater reflection, connection between goals and practice, and tools more representative of their role. Implications of the study suggest the need for continued training at the educator and supervisor level in order to maximize the impact of the process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]