The purpose of this study was to explore teacher and administrator perceptions of teacher evaluation system modeled after "Enhancing Professional Practice: A Framework for Teaching" (Danielson, 2007). It is universally agreed that teachers are the most significant variable to student educational outcomes. Extensive research has been conducted on what constitutes good teaching and quality evaluation models; however, there is limited research on teacher and evaluator perceptions of the process and how those perceptions influence the professional practice of teaching. Teachers' and evaluators' perceptions, considering their lived experiences as active participants in the evaluation process, are essential components to help guide state and federal policymakers in the improved design and implementation of teacher evaluation systems. This study sought to examine the perceived purpose and goals, intended and actual implementation, and overall effectiveness on teaching professional practice and student achievement as described by teachers and certified evaluators in one south-suburban Chicago high school district consisting of three attendance centers. A mixed-methods design was used to gather both qualitative and quantitative data using a survey presented to each employee group. Study participants include classroom teachers, assistant principals, principals, and any other administrator qualified to evaluate certified staff and involved in the evaluation process. [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.]