Formal observation data and feedback provided helpful evidence for both areas that I was strong in, as well as areas for further development in my teaching practice. My midterm evaluations highlighted two areas for development: differentiation and the generation of representative assessment data. I used this feedback to guide my focus throughout my student teaching experience, designing multiple assessments—such as the mid-unit electrostatics quiz—to generate more robust assessment data and implementing more deliberate differentiation during inquiry activities. Evidence allowed me to be explicit in my reflective writing practice and to see gaps in my teaching, which I was able to address, as represented in my final observation data. Data wasn’t just used to describe my practice, but to improve it for the benefit of my students.