Federal policies (e.g., 2002 reauthorization of the Elementary and Secondary Education Act [ESEA] and the American Recovery and Reinvestment Act) posit that teacher quality is a potential leverage point for improving student achievement (U.S. Department of Education, 2010). Moreover, in the Race to the Top competition, teacher effectiveness must be based, in part, on teacher performance measured by classroom observations. This has driven many districts to adopt teacher classroom observation rubrics to meet the Race to the Top requirement. Without clear guidance on how to rate teachers and without proper calibration activities, scores on these rubrics can become upwardly biased, leading to an inability to distinguish among teachers at different performance levels (see, for example, Weisberg, Sexton, Mulhern, & Keeling, 2009). When a rubric is used inconsistently, teachers may not receive useful feedback, and the rubric could lack teacher buy-in, resulting in views that the