The purpose of this applied research study, using program evaluation, was to improve professional development for teachers to build their capacity in student engagement. This applied research study used three elements: professional development, professional learning communities, and observation-feedback, to improve teacher quality and to increase student engagement. The goal of the professional development element was to increase teacher capacity in student engagement by equipping teachers with research-based strategies to implement in individual classrooms. The goals of the professional learning communities (PLCs) was to support teachers in implementing research-based strategies to increase student engagement and to increase the level of collaboration among teachers. The goal of the observation-feedback element was to observe the teacher and provide feedback about teacher behavior to produce student engagement. A pre-and post-test, time-on-task review tool, focus groups, surveys, interviews, and observations were used in the study. Using a collaborative process, an action plan was developed and implemented to achieve the purpose of the study. After evaluating the elements of the plan, findings support building teacher capacity in student engagement can improve teacher quality and can lead to an increase in student engagement and student achievement. [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.]