Numerous past and recent studies have identified teacher quality as a primary determinant of student learning and has the greatest potential effect of any of the factors that school leaders can control. While recent policy has shifted toward measuring teacher quality through student performance, or "Value Added Measures", states and districts continue to require teacher observation systems and most utilize the observation system as a primary means for evaluating teacher performance. Findings suggest that mini-observation models contribute to a more accurate assessment of actual daily instruction and lead to more changes in instructional practice as compared to the traditional formal observation models. While this study explores the topic solely through teachers' perceptions, future studies might also explore administrator perceptions. In addition, future quantitative research could build upon the qualitative research within this study. [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.]