This report on the second year of data collection in the Understanding Consequential Assessment Systems of Teaching (UCAST) study describes administrators’ learning during the first year that Los Angeles Unified School District’s (LAUSD) observations were part of a consequential teacher evaluation system for teachers. Drawing on mixed methods, the report provides an overview of the Teacher Growth and Development Cycle (TGDC) implementation during the 2013–2014 school year. It summarizes how much time administrators spent on TGDC-related activities and presents their reflections on the strengths and weaknesses of the TGDC implementation. The report also documents how administrators used the TGDC process with their teachers, how their use of the protocol changed over two school years, and when the observation process did and did not work well. We also review data from two in-depth cases that reflect wider themes in the sample.