This quantitative study employed a correlational research design to examine the extent to which overall teacher evaluation scores and instructional practice domain scores relate to student achievement scores in mathematics and English language arts among 3rd grade students. This research tested the theory of instruction by Jerome Bruner as it related to the evaluation rubric based on the InTASC Model of Core Teaching Standards. The sample comprised of 93 third grade teachers and their assigned students in a large elementary school district located in the southwestern United States with a high percentage of ELLs and low-SES students. The research questions examined the relationships between the total evaluation scores, as measured by the InTASC evaluation instrument and 3rd grade student achievement in mathematics and English language arts, as measured by the AzMERIT assessment. Further, the research questions examined the relationship between the instructional domain from the InTASC evaluation instrument and 3rd grade student achievement in mathematics and English language arts. Using simple regression analysis, the results indicated a significant, but weak relationship between the overall evaluation scores and mathematics (r = 0.261, p < 0.05) and between the instructional practice domain and mathematics (r = 0.231, p < 0.05). There were no significant correlations between the overall evaluation and the instructional practice domain and English language arts achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]