The academic opportunity gap has been in place since the integration of Black and White students. The United States Landscape of Education continues to create ways to close this gap and improve education for students who are not a part of the dominant culture; and although much research has been placed in the field, the gap is still there. Please understand that the dominant culture belongs to White individuals, with White males attaining the most privilege. The purpose of this study was to understand how to use the Charlotte Danielson (2007) Framework for Teaching Evaluation as a tool that makes cultural proficiency a required part of teacher evaluations as it relates to Domain 2. An autoethnography qualitative methodological design was chosen because of the established role and relationships I have created within my position as a Black woman who is an assistant principal. My students are predominantly Black and Latino, while my staff is predominantly White. My experiences with being a Black woman evaluator of White teachers have opened my eyes to the disparities within accountability for reaching students who are not a part of the dominant culture. This is an opportunity to (a) see if the Danielson Framework can be leveraged to increase teacher effectiveness with students who are not a part of the dominant culture and (b) determine if my role as a Black woman evaluator influences the use of cultural proficiency within the Danielson Framework. This study aims to show the landscape of the United States educational system and assist readers in seeing the urgency to educate all American students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]