In the United States, there have been calls for reform to teacher evaluation practices for over 20 years (Reddy et al., 2016). Extant research primarily investigates administrators' perceptions of teacher evaluation process outcomes and there is limited research on teachers' perceptions of the cycle of supervision within the evaluation process. Teachers' perspectives on how the process affects their pedagogy and self-efficacy may enhance understanding of how to improve teacher quality for increased student achievement. Historically, the increased demand for student achievement and teacher accountability in the past few decades shifted the emphasis on teacher quality away from supervision towards evaluation (Jewell, 2017). Yet, teacher concerns remain regarding the social validity, acceptability, and satisfaction with the evaluation system. Zhao and Watterston (2021) assert that in a post-COVID-19 landscape, the opportunity exists to use this crisis as a catalyst to change curriculum, pedagogy, assessment, and other antiquated teaching methods. In this study, public high school teachers in the Commonwealth of Pennsylvania were surveyed regarding the clinical supervision cycle in a post-COVID-19 landscape. The data from this study suggest that teachers perceive the clinical supervision cycle is conducted more out of compliance, with a checklist approach, rather than the intention of providing feedback to improve teacher performance. However, when the teacher and administrator make the time and effort to reflect and discuss together about the teachers' practice, the conversation is valuable and teachers believe their professional practice improves as a result. While many states and the Commonwealth of Pennsylvania continue to address teacher quality through legislation and amendments to the law, this study suggests that quality administrator feedback within the cycle of supervision is needed. Based on participants' perceptions, the researcher provides recommendations grounded in extant literature and teacher responses for improving the clinical supervision cycle and the impact it has on teachers' pedagogy and self-efficacy. [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.]