The purpose of this study was to identify if a relationship existed between the implementation of professional evaluation processes and the use of research-based teaching practices, factoring in both perceptions of principals and practicing teachers. The variables of professional development on the evaluation model and the principal's years of experience, degrees contained, and types of degrees were factored into the analysis. For this study, principals were surveyed to identify the teacher evaluation model used in the school along with professional development, years of experience, degrees, and types of degrees. In addition, the principals identified the use of research-based teaching practices in the school, prior to and after implementation of the teacher evaluation model. Teachers within the evaluation model were surveyed to ascertain the use of research-based teaching practices, prior to and after implementation of the model within their schools. Through the principal and teacher surveys, the following questions were researched. Is there a significant difference in principals' perceptions regarding the use of research-based teaching practices prior to and after implementation of different teacher evaluation models? Are there are any differences reflected among the models? Is there a significant difference in teachers' perceptions regarding the use of research-based teaching practices prior to and after implementation of different teacher evaluation models? Are any differences reflected among models? Is there a relationship between principal and teacher perceptions regarding the use of research-based teaching practices prior to and after implementation of different teacher evaluation models? Are any relationships more significant in some models than others? Do principal variables of professional development, years of experience, degrees, and type of degrees predict principal perceptions regarding the use of research-based teaching practices of different evaluation models? Based on the findings, this study determined a relationship existed between principals' and teachers' perceived use of research-based teaching practices after the implementation of the teacher evaluation model. However, statistically significant differences did not exist in the principals' and teachers' perceptions in the use of research-based teaching practices after implementation of the teacher evaluation models. The principal variables of professional development, years of experience, degrees, and types of degrees were not predictors in the perceived use of research-based teaching practices prior to and after implementation of either category of teacher evaluation model of RISE Evaluation and Development System or adopted models. [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.]