During the past decade, states and districts have made significant investments in developing systems to measure teacher performance. The goals of such systems are to improve practice, inform professional growth, and ultimately improve student learning. In the very best of these systems, educators know the expected teaching standards and receive timely, relevant, and actionable data about their professional practices; districts align supports and resources for improvement; and educators and district staff monitor data about how instructional practices are influencing student learning. Unfortunately, not all systems work this well. Implementation often has focused on compliance and accountability rather than growth in teachers' professional practice. The Beyond Accountability project aimed to improve the way that districts gather and use evaluation system data, enabling them to better develop and support teachers, and provide them with more differentiated and high-quality opportunities to improve their instructional practice. To achieve this goal, the project employed a continuous improvement approach, specifically plan-do-study-act (PDSA) cycles. Each district identified a specific challenge to be addressed and conducted a root-cause analysis to understand the sources of the challenge. Through an iterative process, each district developed, tested, and revised a strategy to address the challenge. With support from AIR, each district collected and analyzed outcome data to inform revisions to the strategy. The project's goals for each district were to improve instructional quality, increase teacher satisfaction with opportunities or mechanisms to improve teacher practice, and increase district capacity to engage in improvement efforts. This report provides information about the project and the lessons learned by both AIR and the participating districts. It provides specific examples of participating districts' work, including goals and participants, that may be useful to other districts facing similar challenges or interested in using similar approaches. AIR has produced a separate, comprehensive evaluation report that describes the extent to which the overall project goals were achieved; the high-level findings are briefly highlighted in Appendix A. Appendix B provides the tools and materials used during the project (e.g., meeting agendas and planning templates) that other districts might use or adapt for their own work.