We describe the development and implementation of a holistic annual review process for nontenure-line faculty in the management department at a large, research university. We also discuss the department's evolution from solely utilizing Student Evaluations of Teaching (SET) to a broader array of review criteria, developed by the department's annual review committee. Additionally, we describe the faculty's reasons for initiating such changes and the new criteria, which are designed to reinforce innovative and reflective behaviors consistent with teaching effectiveness. This overview provides faculty and administrators with considerations for broadening the review process beyond SET and empowering faculty to embrace innovations in teaching.