The need for evaluating teachers' performance is ongoing; only recently it has been done in a systematic way. The most common method employed is a teacher evaluation tool that has been validated in practice. Such a tool is the Danielson framework for teaching (FFT). The FFT is used to evaluate teachers in Illinois, among other states; in that state, teachers can be dismissed solely for low scores on the FFT. The purpose of this qualitative phenomenological study was to understand better the experiences and perceptions of teachers who were evaluated using the framework for teaching (FFT) evaluation tool. The precise situation was the effects of the evaluation itself, not the results thereof. Participants included six teachers who underwent the evaluation and were employed as teachers at the time of the study, as well as six administrators who oversaw those teachers using the FFT. Findings indicated that teachers' perceptions of the FFT were positive overall because the FFT was perceived as a specific and clear presentation of standards. However, teachers reported that undergoing FFT evaluation was stressful because of the high stakes and concerns about rater bias. In addition, teachers perceived the FFT evaluation as improving teaching practice by serving as an authoritative source of clear, specific guidelines for best teaching practices. Administrators perceived the FFT as a rigorous evaluation tool due to the specificity and clarity with which the standards were expressed. However, they perceived the potential consequences of FFT ratings for a teacher's career as potentially altering teacher behavior only during and around classroom observations, thereby limiting the representativeness of the ratings. This researcher provided information about the perceptions of school administrators and teachers to improve the understanding of the FFT and teacher evaluations that would assist in refining and modifying teacher evaluation practices to help teachers with identifying high-performing teachers, as well as underperforming teachers, for them to improve and become more effective teachers. [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.]