How have eval­u­a­tion prac­tices in New Orleans changed since the New Orleans reforms? What do teacher eval­u­a­tions look like in New Orleans schools? How have instruc­tion­al prac­tices been affect­ed by teacher eval­u­a­tion and test-based account­abil­i­ty? Is account­abil­i­ty lead­ing to dif­fer­ent or bet­ter instruc­tion? To what degree is pro­fes­sion­al devel­op­ment guid­ed by obser­va­tions of prac­tice, feed­back, and evaluation?