The purpose of this study is to measure the effects that professional development focused on specific Danielson domains has on teacher professional practice and student achievement. This was studied in a suburban Chicago junior high school with a student enrollment of 511 students and 40 certified staff members. The study followed a mixed method, quasi-experimental design, and identifies the teachers and students as the dependent variables and the professional development opportunities offered that are specifically aligned with components from the Danielson Framework as the independent variables. Professional development was delivered to the entire teaching staff for one school year, using institute days, staff meetings and early release professional development time to deliver the professional development. Data collected to measure teacher professional practice include a Likert survey. Data collected to measure student achievement include fall, winter, and spring Northwest Evaluation Association Measures of Academic Progress (NWEA MAP): (NWEA MAP) results in the areas of Math and Reading, and Partnership for the Assessment for the Readiness of College and Career (PARCC) results in the areas of math and English/Language Arts. In summary, the study found a positive correlation between linking professional development to Danielson Domains when analyzing NWEA MAP Math and Reading results, and also on the PARCC ELA assessment. The teacher Likert survey does not suggest that there were no positive results in regards to teacher professional practice, but statistically significant results were not indicated. [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.]