Early childhood teachers are rightly concerned with implementing a system that was, at least in the initial stages, designed with a different set of teachers in mind--teachers of older students who have standardized achievement data. In most states, policy, practices, and guidance for early childhood teachers are just now being developed or adapted from materials developed for K-12 teachers of core subjects. While much about good teaching is the same for all teachers, it is important that the unique considerations of teaching young children are addressed in teacher evaluation systems' methods and measures. This policy report provides state leaders and technical assistance providers with information about the design and requirements of teacher evaluations systems for early childhood teachers in 11 states. The report discusses the approach each state is taking to adapt the state system and develop resources for early childhood teachers. It identifies specific opportunities and challenges state leaders are addressing in implementing student learning objectives as an alternative method of measuring early childhood teachers' contributions to children's learning. The report concludes with questions for further research and recommendations for state policy makers. The following are appended: (1) Colorado; (2) Connecticut; (3) Delaware; (4) Hawaii; (5) Illinois; (6) Maryland; (7) Massachusetts; (8) New Jersey; (9) Ohio; (10) Pennsylvania; and (11) Rhode Island.