In accordance with the 2012 statute, N.J.A.C. 6A:10, all New Jersey teachers must be evaluated, consistent with a set of criteria that school districts adopt, with a specific evaluation tool consisting of standards and indicators. Teachers were to be identified through a classification system that labeled them as "Highly Effective, Effective, Partially Effective, or Ineffective." Seven years later, that same administrative code was enhanced to create greater statewide latitude in teacher observation and, ultimately, teacher evaluation. Only those with a classification of "Highly Effective" were provided with a new, alternative opportunity in demonstrating competence. The purpose of this study was to prove that a compliance-based system of evaluation may produce effective teachers, but those that are rich in reflection and teacher autonomy would be more likely to produce highly effective teachers with better chances for higher levels of student achievement. This study focused on training tenured and non-tenured teachers who were immersed in reflective practices as a means of creating more thoughtful instruction, thus creating the conditions that provide for higher levels of student learning. School districts can use this work to enhance their evaluation system to include authentic reflective practices for a wider array of teachers. This study demonstrates that reflective practices benefit all teachers no matter their evaluation status, and local education systems can cultivate optional alternative evaluation programs for teachers with all levels of experience. This action research contributes to the larger understanding of teacher effectiveness and reflective practices and is the natural next step for any system trying to maximize teacher growth. [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.]