Teacher evaluation has been a topic of conversation at the federal, state and local level in recent years. While commonly viewed as a way for administrators to inform their personnel decisions, teacher evaluation is rarely assessed on its ability to support teacher growth. The purpose of this study is to investigate the Connecticut SEED model of teacher evaluation and its perceived impact on teacher practice. This study uses a mixed-methods approach that includes survey responses and focus group discussions with both teachers and administrators. The survey questions focused on four aspects of teacher evaluation: overall quality, attributes within the process, feedback structures, and connection to district goals and objectives. Differences were observed in the research between teachers and administrators concerning the impact SEED had on teacher practice. Both administrators and teachers also identified strengths and areas within SEED than can be improved. This study will help provide future considerations for policy and practice by identifying strengths and areas in need of improvement to increase the impact of SEED on teacher practice and student outcome. [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.]