Since the passing of Senate Bill 7 and PERA in Illinois in 2010, improving teacher effectiveness has been an important issue in the field of education. The purpose of this basic qualitative study was to explore the perspectives of administrators regarding the challenges of the Charlotte Danielson Framework for Teaching in the evaluation process and the implementation of feedback from the evaluation process, the current strategies used to overcome these challenges, and the potential solutions to improving the evaluation process and implementation of feedback from the evaluation process of teachers. The sample included 10 purposefully sampled administrators in a school district in a midwestern state in the United States. Data were collected through individual, virtual, semi structured interviews, as well as reviews of state and district guidelines regarding evaluation and samples of completed teacher evaluations. These texts were analyzed through thematic analysis. The first theme, challenges during evaluation, includes difficulties that administrators have faced during the evaluation process, including lack of time, inconsistent evaluation practices, planning problems, teachers' mindsets, and communication. The second theme, practices to improve evaluation, included the methods that participants use to ameliorate the evaluation process, which has included ongoing feedback, clear communication, setting goals with teachers, reframing the purpose of evaluation, and clearly noting the roles of all staff in the evaluation process. The third and final theme, key components of evaluation, reflected the critical components of the evaluation process: ongoing feedback, clear expectations, and good relationships. [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.]