This research study reviewed literature specific to the evolution of teacher evaluation models and explored the effectiveness of standards-based evaluation models' potential to facilitate professional growth. The researcher employed descriptive phenomenology to conduct a study of teachers' perceptions of a standard-based evaluation model's effectiveness to promote professional growth. Teachers with five or more years of experience were asked to complete a close-ended questionnaire and 16 teachers were interviewed as a means of capturing their experiences with the district's evaluation model. Findings supported the district's standard-based evaluation model's effectiveness in promoting teacher reflective practices as well as facilitating opportunities for professional growth. Time expectations specific to the evaluation process were flagged as a potential concern and if left unaddressed could negatively impact the effectiveness of the evaluation model. The importance of trust, respect, integrity and professionalism throughout the evaluation process were considered essential elements by participants in order for the evaluation process to positively impact teacher professional growth. [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.]