Post-secondary mathematics faculty members have an important role to play in the preparation of future mathematics teachers at all levels and in the support and professional development of in-service mathematics teachers. This work can be demanding and time-consuming and constitute a significant professional contribution. Some departments now recognize, support and reward this work, while others do not. This article offers a view of this landscape from the perspective of a department chair and provides some suggestions for conversations that could take place within the department, for conversations of practitioners with their chairs, and for conversations across the broader university. In particular, if this work is to be properly valued by departments and institutions, it must be evaluated in a thorough and sustained way. [For the complete volume, "Mathematics Matters in Education: Essays in Honor of Roger E. Howe. Advances in STEM Education (ASTEME)," see ED607653.]