This phenomenological narrative study was designed to explore public school administrators' perceptions regarding Louisiana's Compass teacher observation evaluation system as a method for assessing teacher performance. Participants were administrators with at least two years of experience as a public school administrator at the secondary level, and who had at least one year of experience working with the Compass teacher observation and evaluation system. Using the phenomenological narrative approach, individual interviews were conducted with ten administrators who successfully met the criteria of this study. The participants included two females and eight males. Significant information regarding their perceptions of the Compass teacher observation evaluation system as a method for assessing teacher performance as well as a description of the systems' implementation, quality, and impact is discussed. [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.]