This study's purpose is to extend our understanding of school leadership for student learning by identifying high-leverage teacher evaluation practices that improve teaching. A partnership with a state education agency administered a teacher questionnaire regarding evaluation practices multiple times in one semester, then linked teacher responses to their next within-semester observation score. Broadly, teachers reported on scoring practices, the facilitation of post-observation conferences, feedback characteristics, and post-conference supports for evaluation-informed professional learning. Fixed effect regressions effectively compare observation scores and teacher-reported evaluation practices within the same teacher or teacher-by-evaluator pairing over four months while controlling for month-to-month influences on performance. The methods remove several serious confounders plausibly affecting related estimates in prior work. The analysis identifies six high-leverage teacher-reported evaluation practices, most of which apply to post-conference practices linking evaluation to professional learning. The evidence refines the academic understanding of leadership for student learning and implies that leadership preparation and in-service programs might emphasize the six high-leverage evaluation practices to promote active use among practicing leaders. Policymakers might ensure that aspiring and in-service leaders can develop these practices and that there are strong links between teacher evaluation and professional learning systems for school leaders to use.