Implementing teacher evaluation systems across the United States has created both challenges and opportunities to improving teacher quality. Lessons learned at the state level illustrate a wide range of challenges with system implementation, including value-added growth scores, implementation timetables, and human capital demands (McGuinn, 2012), but what is being learned about teacher evaluation at the school level? During a recent professional learning session, a group of K-12 teachers reflected on their interactions and experiences about campus principals and teacher evaluations. This question launched the conversation: "How is the principal promoting your professional growth using teacher evaluation?" When several teachers described teacher evaluation as a growth place at their school, it was time to dig deeper into how principals intentionally promote the creation of a culture that supports teachers' growth. After interviews with four principals and two teachers at each school, two themes emerged: (1) Supportive conditions exist for professional growth; and (2) Teachers are empowered to choose learning designs connected to the classroom. This article examines the actions of principals who structured schools to create supportive conditions for teacher growth aligned to the evaluation system and empowered teachers to make decisions about selecting learning designs. From this, the effects of those actions in the classroom can be identified.