The teacher evaluation process has been an area of study for decades because of its complexity. Going back to one-room schoolhouses, teaching has always been an isolated profession--usually a room, a teacher, and students. Other colleagues or administrators are not participants in the classroom most of the time, which creates difficulties for effectively evaluating a teacher and providing feedback that will help a teacher grow and develop. This study explored the teacher evaluation process, how it can be more effective to teachers in building their capacity and improving their practice at the secondary level, and how the evaluation process can be used to build professional excellence and a strong staff culture. This qualitative study used a semi-structured interview approach, interviewing teachers engaged in the teacher evaluation process in the role of either an evaluator or an evaluatee. From these interviews, several themes emerged that led to the recommendations identified in Artifact II. A White Paper is included in Artifact III, which lays out implementation of the recommendations that school district administrators and school leaders can use to create more effective teacher evaluation systems in their K-12 schools. [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.]