Many evaluation systems feel like a series of hoops to jump through. Some require goal setting, some require elaborate data collection, and some are a little of both. Regardless of role, it often becomes a box-checking exercise and not a reflective, meaningful process that engenders growth for those engaged in it. In the small rural district of South Summit School District in Kamas, Utah, the authors hoped to go about principal evaluation in an entirely different way. They envisioned something more useful and grounded in principals' work, specifically in the area of instructional leadership that would also promote growth. This article is an account of how the authors used survey results, formed a professional learning community (PLC) with principals, and built a framework of the four themes that emerged that function together for a meaningful process of collaborative inquiry and evaluation.