This study advances our understanding of the relationships among the different elements of a teacher evaluation model and its usefulness in predicting student learning. Important questions arise about teacher evaluation systems, including (a) the magnitude of correlations among the sources of evidence used for identifying teacher effectiveness and (b) the identification of domains from classroom observations as well as constructs from student surveys that predict student growth in reading and mathematics. Identifying predictors from teacher observations and student surveys that lead to student growth will help districts in designing professional development to improve the quality of teaching in our schools. Establishing a strong link between teacher evaluation and professional development would be a step forward in meeting the nation's goal of placing quality teachers in every classroom.