Teacher quality is among the most significant indicators of student achievement. Policymakers have implemented teacher evaluation reform as the primary strategy for improving teacher quality and increasing student outcomes. In Texas, the Texas Teacher Evaluation and Support System (T-TESS) is the evaluation system endorsed by the state and is designed so that the same individual coaches and evaluates teachers simultaneously. Since its implementation in 2016, teachers have continued to receive high ratings through the T-TESS while student achievement has declined. The purpose of this study was to explore experienced administrators' perceptions of implementing the T-TESS to evaluate and coach teachers with fidelity. The conceptual framework included Weick's sensemaking theory and Kraft's theory of action for teacher coaching. The two research questions for this basic qualitative study focused on experienced administrators' perceptions of the successes and challenges of implementing the T-TESS to coach and evaluate teachers with fidelity. Semi structured interviews were conducted with 12 experienced administrators. Analysis of these interviews determined that there are strengths in the T-TESS framework, but the practice of simultaneously coaching and evaluating teachers limits fidelity. Results showed that effective coaching required trust and evaluative ratings compromised that trust by making teachers feel less supported. Addressing the fidelity of coaching and evaluating can lead to positive social change by improving achievement for public school students in Texas. The results of this study can inform future state policy as well as local implementation and can guide public school leaders to improve the practices that improve teaching and learning. [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.]