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"In this issue's lead article, Bob Tschannen-Moran and Megan Tschannen-Moran ("The Coach and the Evaluator", p. 10) decry the approach of connecting teacher evaluation with efforts to help teachers grow and improve through a coaching cycle. They call into question such common administrator practices as using coaching to help a teacher achieve specific improvement goals. Although such practices are well-meaning, the Tschannen-Morans claim, they "typically generate little growth… Power struggles, rather than cooperative efforts…often ensue."