Teacher evaluation systems have tremendous potential in helping teachers grow in their profession. A standards-based teacher evaluation system with a rubric and multiple sources of data has the potential to create a collaborative environment that focuses on the continuous improvement of each teacher in the district. This ultimately leads to an increase in the overall quality of each school, the school system, and, ultimately, student achievement. Therefore, the purpose of this study is to analyze the perceptions of teachers and building-level administrators in a Massachusetts suburban public school district regarding the effectiveness of a standards-based teacher evaluation system. This dissertation is based on a mixed method study which analyzes teacher and administrator perceptions in regards to improved teacher instruction, sustained school improvement, increased student learning, and elevated professional growth. This study also analyzes the positive and negative impacts of implementing a standards-based teacher evaluation system. Findings were based on quantitative data gathered from 170 teachers and 14 administrators in the Massachusetts suburban school district through the use of the Teacher Evaluation Profile (TEP) questionnaire and qualitative data from 10 focus group sessions with teachers and administrators. The data was analyzed by level (elementary, middle, and high school), status (professional status and non-professional status), and position (teacher and administrator). The quantitative and qualitative results indicated that elementary teachers perceived the district teacher evaluation system as having a stronger impact on improved teacher instruction, sustained school improvement, increased student learning and elevated professional growth than middle and high school teachers. High school teachers and high school administrators perceived the district teacher evaluation system as having the least impact on improved teacher instruction, sustained school improvement, increased student learning and elevated professional growth. Conclusions for this study focused on recommendations for further research, practice, and policy. In addition, recommendations were made to improve the current standards based teacher evaluation system used in the district studied. These recommendations included differentiating the teacher evaluation system, reducing the amount of paperwork in the process, increasing the number of informal observations and walkthroughs, developing differentiated rubrics for different teaching positions, and using multiple sources of data. [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.]