The manner and method used to evaluate teachers has evolved over time. The methods employed often reflect the historical events and politics regarding education. Effective teachers versus a poor performing teacher can have implications on students' lifetime earnings (Hanushek, 2011). In the 2013-2014 academic year, Pennsylvania adopted the Teacher Effectiveness System to evaluate teachers using multiple criteria. Since its inception, there is little research regarding teachers' and principals' perceptions of this system. The purpose of this study was to ascertain both principals' and teachers' perceived value of the Pennsylvania Teacher Effectiveness System. A qualitative research design was implemented to analyze both teacher and principal perceptions of the Pennsylvania Teacher Effectiveness System and how the system contributes toward professional growth. Three separate school districts in southeastern Pennsylvania participated in the study. One principal and three teachers from each district were interviewed for a total of twelve interviews. The result of the findings suggest that the PA Teacher Effectiveness System is overwhelming and does not alone promote professional growth. The findings also found that teachers and principals value ongoing professional dialogue and feedback on the craft of teaching. [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.]