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Education reformers and state policymakers have rushed to enact new teacher evaluation policies. While changes in teacher evaluation are clearly needed, recent efforts have often paid insufficient attention to fundamental tensions in the design, implementation, purposes, and use of teacher evaluations, including trade-offs between local flexibility and centralized control, different purposes and uses of evaluations, and the role that evaluation should play in an evolving system. Ultimately, smart educator evaluation policies must be based in a much more nuanced consideration of what it means to evaluate teachers as professionals than is included in our current debates. By raising and discussing these trade-offs and tensions, this paper seeks to advance the debate on teacher evaluation.