Educational evaluations occur in multiple contexts, including PreK-12, higher education, and teacher professional learning. Given the substantial impacts of the recent pandemic across these settings, we evaluators should take advantage of the need to reshape our approaches by reprioritizing reflective teacher voice in our work. As individuals who are tasked with making a plethora of decisions—such as strategically adapting their teaching in response to the myriad disruptions of the past couple of years—teachers and their evaluative thinking processes can provide unique perspectives and understandings that must be actively engaged with and incorporated into our evaluations. This session will share ongoing research into teachers’ evaluative thinking through their facilitation of, participation in, and reflecting on a mentor teacher training program. Teacher evaluative thinking has influenced the design, implementation, and evaluation of this program, and has broader effects on teacher preparation, learning, and support—and educational evaluation—as a whole.