Participating in professional learning and seeking professional growth opportunities are characteristics of effective teachers (Guskey, 2000; Polk, 2006). This study investigated how a teacher evaluation system can promote and encourage the professional growth of teachers. Specifically, the study sought to provide a better understanding of how teachers can develop relevant and meaningful professional growth goals and how school leaders can support the development and attainment of those goals. School leaders must understand this process as the professional growth component of the teacher evaluation system studied relies on establishing carefully constructed and pertinent goals, appropriate evaluation and feedback, and the ongoing support of the school leaders who evaluate teachers. This professional growth component, included in numerous teacher evaluation models, can be used effectively to improve teacher effectiveness (Papay, 2012). Including teachers in the goal development process was a critical study component. Through recurring intervention cycles, teachers identified the types of support most important to goal attainment. [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.]