Teacher evaluation's relationship with instructional improvement is under-theorized in the literature. To address this gap, this paper uses a conceptual framework rooted in human, social, and material capital to analyze and synthesize findings from research conducted since 2009 on whether and under what conditions teacher evaluation stimulates change in teachers' instruction. We find that teacher evaluation can facilitate instructional improvement if evaluators understand teaching and the teacher evaluation system and teachers and evaluators trust each other and have opportunities to develop social capital regarding instruction. In addition, adequate time and a user-friendly online data system appear to facilitate the use of teacher evaluation to stimulate changes in teachers' practice. This paper thus presents a theoretical framework, rooted in theory and empirical research, that may prove useful to scholars and practitioners.