The purpose of this quantitative, correlational study was to determine if student growth as measured by value-added measure of fourth grade 2011-2012 reading test scores was correlated with teacher observation ratings on the Teach and Cultivate Learning Environment domains of the Teaching and Learning Framework Rubric. A second purpose of the study was to determine if student perceptions of their classroom experience as measured by the Tripod survey were correlated to teacher evaluation ratings as well. Archival test scores and Tripod survey results from fourth grade students and archival classroom observation ratings from 253 fourth grade reading teachers in 87 elementary schools in one district in the southern region of the United States were used as data. The theoretical framework used to guide the study was systems theory which posits that all components of an organization are interrelated, and a slight change in one variable may have an impact on others. Pearson Correlational analyses were conducted to determine if a significant relationship existed between variables. A significant positive correlation was found between overall teacher observation ratings on the Teach and Cultivate Learning Environment domains of the Teaching and Learning Framework Rubric and student growth as measured by the value-added measure of fourth grade 2011-2012 reading test score (r = 0.187, p < 0.01). No correlations were found between student growth and student perception ratings of their classroom experience as measured by the Tripod survey for fourth grade reading teachers. These findings supported the importance of using multiple measures to evaluate the performance of teacher. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]