This study examined the relationship between the professional practices components of the School Board of Brevard County Instructional Personnel Performance Appraisal System Instrument and student achievement as measured by a teacher’s valueadded measurement score. A Pearson Product-Moment Correlation was the statistical test used to analyze the data. The population included Brevard Public School instructional personnel assigned to Grades 4-10 who taught reading and/or mathematics measured by the Florida Comprehensive Assessment Test during the 2011-2012 school year and who received teacher aggregated value-added measurement scores. Findings indicated that there was a small to moderate statistically significant, positive relationship between all eight professional practices component variables and value-added measurement scores. Correlation coefficients ranged from .089 for collaborative inquiry to .218 for quality of instruction. All of the components combined had a correlation of .231, confirming the strength of multiple evaluation measures. Recommendations were provided for future research aimed at further data analysis in Brevard Public Schools as well as other school districts in order to identify the combination of evaluation components that most accurately reflect teaching effectiveness resulting in student learning as well as to pinpoint weaknesses upon which additional training could be based and the fidelity of implementation improved.