Despite the recent push to design and adopt educator evaluation systems, many states and local educational agencies (LEAs) have focused primarily on teacher evaluations and lack the appropriate attention to design and implementation of school leader evaluations and aligned professional development. And, since principals are responsible for carrying out teacher evaluations, investments in principal capacity pay dividends on successful implementation of teacher evaluation and support systems. Robust measures of principal effectiveness are needed to inform improvements in principal preparation programs, tailor recruitment and placement strategies, and monitor job performance and development opportunities. Despite new evidence that principals play a critical role in developing teachers to improve classroom instruction, principals continue to spend only 8 to 17 percent of their time on essential instructional leadership activities. Principals need continued development and support for the efficient and effective use of their time. One factor that may drive this cycle is the ineffective use of federal resources to support educator development. Additionally, principal managers--such as superintendents and assistant superintendents--are often not equipped to observe principal practice and provide actionable feedback and support aligned to evaluation results. In order to raise expectations for the current principal corps, this brief recommends federal policymakers: (1) Increase the connection between principal evaluation and continuous professional growth; (2) Use evaluation results for principal development and distribution; (3) Raise expectations for the current principal corps; (4) Redefine expectations for principal managers; and (5) Align school accountability with educator evaluations. [For the full series, see "Prioritizing Leadership: New Leaders' Federal Policy Platform" (ED559351).]