Research suggests that most educators in Massachusetts perceive their own evaluator’s assessment of their performance to be fair. However, when asked about the process overall, many educators perceive there to be inconsistencies both within and across schools in how evaluators perceive practice. Inconsistency leads to questions of fairness. Engaging in calibration activities can help evaluators, supervisors, and educators norm their expectations around high quality instructional practice and feedback, and work to ensure that all educators receive targeted support.