Cut the Time, Not the Quality: Streamline Evaluations with Evidence-First™

Let’s face it—teacher evaluations take time. Between observing a lesson, taking notes, assigning scores, writing evidence-based comments, and crafting supervisory suggestions, a single observation can consume upwards of three hours. Multiply that across a school, and administrators quickly find themselves overwhelmed by paperwork instead of spending time where it counts—mentoring teachers, improving instruction, and leading learning communities.

That’s where the Evidence-First approach steps in.

The LoTi® Teacher Evaluation with Evidence-First scoring simplifies the entire evaluation process without sacrificing accuracy, consistency, or depth. It’s not about cutting corners—it’s about clearing them.

A Smarter Process from the Start

In a typical observation, evaluators work backwards. They observe, jot down notes, review the rubric, match evidence to indicators, and then draft narrative comments to justify scores. It’s a manual, time-intensive process ripe for inconsistencies and inefficiencies.

Evidence-First turns that model on its head. Instead of trying to match evidence to a rubric after the fact, evaluators use aligned “look-fors” while observing. These pre-identified, rubric-aligned evidence markers guide the evaluator’s attention during the observation and become the foundation of the scoring process.

Once the evidence markers are selected, the online system does the heavy lifting:

• Each domain and category is scored automatically based on the selected evidence markers.

• Rubric-aligned comment boxes are auto-filled using the specific language from the evidence markers selected, ensuring consistency and clarity.

• Included database of targeted coaching suggestions is customized for each rubric and designed to support teacher growth.

• A detailed final report is generated with the click of a button.

No more wrestling with wording, hunting through notes, or second-guessing scores.

Time Saved = Impact Gained

On average, administrators using the Evidence-First model experience a 50% reduction in time spent on teacher evaluations. For instructional coaches or school leaders conducting multiple evaluations each week, that adds up quickly—hundreds of hours saved over the course of a semester.

But this isn’t just about saving time. It’s about repurposing that time for what really matters:

• More time for coaching conversations and follow-up

• Greater capacity to support new teachers and assist struggling classrooms

• Stronger focus on school-wide trends, targeted professional learning, and data-informed decision making

It’s not just a system upgrade—it’s a shift in priorities. When evaluation becomes less about logistics and more about continuous improvement, schools thrive.

Quality, Consistency, and Confidence

Beyond saving time, the Evidence-First approach ensures a more objective, defensible evaluation process. Because scores are grounded in observable, pre-defined evidence, not vague interpretations, evaluators are more confident in their assessments, and teachers are more likely to trust the feedback. The result? Stronger relationships, better conversations, and a more constructive pathway to professional growth.