Strong teacher and principal evaluation systems have the potential to help teachers and principals improve their practice, to exit teachers who are perennially ineffective, to retain teachers who are effective and learn from them, and to increase the overall quality of a district's teacher workforce. As states respond to widespread concerns (both real and perceived) about teacher shortages and resignations, evaluation systems also have a role to play: Schools need access to fair, valid evaluation systems to help identify and retain highly effective teachers and principals, as well as to support those who are struggling. Given the importance of state policies to set the conditions for successful evaluation systems, National Council on Teacher Quality has regularly collected data, starting in 2011, to chart states' progress in adopting evidence-based evaluation practices. This report analyzes statewide policies for teacher and principal evaluations in the 50 states and the District of Columbia, using data collected in fall of 2021 and verified by states in early 2022, in order to answer the following questions: (1) What role does the state play in teacher and principal evaluation design?; (2) What components are included in a teacher or principal's evaluation?; (3) When, where, how, and by whom are evaluations conducted?; and (4) Are evaluations used for support and improvement?