In response to the federal Race to the Top grant initiative that aimed to increase teacher accountability, the state of Tennessee created the Tennessee Student Growth Portfolio Model (TSGPM) to evaluate its non-tested teachers. This optional alternate evaluation model for non-tested teachers was developed and piloted by fine arts educators in the 2011-2012 school year and was designed to slowly expand to include other non-tested subjects each following year. In 2017, once most of the non-tested subjects were included in the TSGPM, the state of Tennessee became more involved making it mandatory for all school districts to have at least one non-tested subject utilize this teacher evaluation model. Naturally, this government involvement heavily increased the amount of participation and attention the TSGPM received. With this attention, growing scrutiny of the TSGPM developed and participants began questioning the validity and reliability of this evaluation model. The purpose of this study was to explore concerns that question the TSGPM effectiveness and help determine methods that would improve this system of evaluation while exploring other alternate forms of teacher accountability that could replace this evaluation model. To effectively do this, a phenomenological case study approach was utilized to gather data through fine art teacher interviews which was determined the best way to gather shared experiences from those who have experienced the TSGPM the longest. [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.]