The purpose of this study was to determine teachers' perceptions of the effectiveness of the professional development that they received to implement the Charlotte Danielson Framework for Teaching Model in South Dakota. The population for this study was K-12 teachers from 12 pilot schools selected by the Department of Education (DOE) in South Dakota. Participants in the study were asked to complete a survey adapted from a survey based on the elements of the Charlotte Danielson Framework for Teaching. The data was analyzed according to teaching assignment, years in the current district, total years taught, gender, administrative participation, and types of professional development. An analysis of the demographic data involved calculating frequencies and percentages. The survey items measured by the Likert scale, a combination of descriptive and inferential statistics, mean scores, standard deviations, t tests for independent samples, one-way analyses of variances (ANOVAs), and Tukey's Post Hoc Honestly Significant Difference tests were conducted. Significant differences in perceptions were identified in several areas of the study. Teachers in South Dakota are generally positive about the effectiveness of the professional development for the implementation of the Charlotte Danielson Framework. The study also indicated that there are differences in perceptions based on specific demographic components. These factors should be considered when professional development is planned. Teachers who taught high school or elementary perceived the professional development to be more effective than teachers who taught at the middle school. Specific professional development should be offered that is differentiated for individual teacher's needs. Teachers who taught 21 or more years perceived the professional development to be more effective than all other groups in all categories. Involving veteran teachers in development or delivery of the professional development may have a positive effect on all staff. Having an administrator who was an active participant in the professional development positively affects implementation and perceived effectiveness. Administrators should be involved in all aspects of the professional development. There were few significant differences between the teachers' perceptions who received face-to-face training and the teachers' perceptions who received the train-the-trainer model of professional development. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]