The improvement of teacher pedagogical practice is a central focus of contemporary school reform in the U.S.  Moreoever, the systematic evaluation of teacher pedagogical practice is viewed as an essential means to improve student achievement.  The Danielson Framework is a theoretical construct that is widely used by school districts in the U.S. to conduct the evaluation of teachers.  This paper is based on the summary findings of a study conducted in three selected suburban Chicago high schools in the State of Illinois (Monaghan, 2016).  The study assessed teacher perceptions of their understanding of the Frameowrk, teacher perceptions of their evaluators' understanding of the Framework, and the extent to which teachers altered pedagogical practice as a result of teacher evaluation.  Data were collected through survey instrumentation, interviews, document analysis, and focus groups and were analyzed employing descriptive statistics and qualitative research methods to identify codes and themes.  An analysis of the data revealed that there is an ongoing need to develop professional practices that enhance collaboration and deepen the mutual understanding of the Framework among stakeholders.  While the survey results demonstrated a clear understanding of the Framework among teachers, it was also revealed that teacher evaluation has a low impact on teachers' pedagogical practice.  The study highlights the limitations of the use of the Framework as a tool for teacher evaluation and the improvement of pedagogical practice.  Implications for practice for school administrators responsible for the planning, development, and implementation of teacher evaluation are presented.  References are provided.