The purpose of this nonexperimental quantitative study was to determine if there was a relationship between the 2018 Tennessee Value-Added Assessment System (TVAAS) Growth Score given by the Tennessee Department of Education and the overall 2018 Tennessee Educator Acceleration Model (TEAM) Observation Rating for teachers in grades 3-12 in the participating public school district. Demographic variables associated with both the teacher and evaluator were considered to determine if there existed a significant difference between gender, teaching license, grade level, TEAM Certified Observer years of experience, and the growth score and overall TEAM Observation Rating. The participating public school district is located in Northeast Tennessee and has 12 elementary schools, 2 middle schools, 2 high schools, and 1 optional high school. Participants included employees of the school district in tested subject areas in grades 3-12. Eight research questions served as the framework of the study. Data were analyzed using a Pearson correlation, Independent Samples t-tests, and Analysis of Variance (ANOVA). Results of the analysis revealed no significant correlation between TVAAS Growth Scores and the TEAM Observation Ratings for TN Ready tested teachers, in grades 3-12. There was no significant difference by gender in the TEAM Observation Ratings, no significant difference by type of teaching license in the TVAAS Growth Scores, and no significant difference by type of teaching license in the overall TEAM Observation Ratings. There was a significant difference in the TVAAS Growth Scores by grade level taught. Students in secondary classrooms showed more growth from testing than students in elementary classrooms. There was no significant difference by grade level taught in the overall TEAM Observation Ratings. There was a significant difference by TEAM Certified Observer’s years of experience in the TVAAS Growth Scores. Teachers assigned TEAM Certified Observers in the 0-1 year group and the 5-8 years group showed more student growth than teachers in the 2-4 years group. There was no significant difference by TEAM Certified Observer’s years of experience and the overall TEAM Observation Ratings for teachers in grades 3-12 in the participating public school district.

The Tennessee Educator Acceleration Model (TEAM) had been in a state of reform since being awarded the Race to the Top Grant. Few teachers admit that an evaluation influenced them significantly; additionally, few administrators agreed that when they evaluated a teacher, it did not significantly affect the teacher or students. The purpose of this qualitative study was to determine the perceptions of building‑level principals regarding the effectiveness (i.e., increased teacher participation and quality) and efficiency (i.e., produces the required results) of the TEAM in regard to teacher evaluations. Four elementary school principals from East Tennessee participated in the study. The researcher provided data from this study to inform stakeholders of strengths and weaknesses of the state evaluation model. Additionally, the researcher used the data to provide recommendations for improvements to the TEAM model and to identify support principals needed to adapt their leadership style to effectively execute TEAM mandates. The research revealed that the principals believed the model was a strong one that was research based; however, the model could prove to be ineffective in the delivery and inefficient in the follow‑through if the proper supports were not in place.