Truth vs. Myth: Why Districts Are Replacing Outdated Teacher Evaluation Systems With Evidence-First™

Teacher evaluations often come with a lot of assumptions. But how many of them actually help educators grow—and how many get in the way?  Four common beliefs surround teacher evaluation, but which are the Truth versus the Myth? Spoiler alert: if it doesn’t lead to stronger teaching and better student outcomes, it’s time to rethink it.

That’s where the LoTi® Teacher Evaluation with Evidence-First™ scoring comes in. This approach moves beyond checklists and generic ratings by focusing on clear evidence and targeted feedback, turning evaluation into a meaningful tool for coaching, reflection, and real impact.

1. Truth or Myth? A Single Observation Can Capture Great Teaching

Myth.

Classroom teaching is complex, variable, and deeply human. Capturing its quality in a single 30-minute snapshot is like judging a movie based on one scene. Great teaching unfolds over time, with different students, content, and challenges.

Evidence-First Perspective.

To support real growth, evaluations must draw from multiple measures—not just formal observations, but also walkthroughs, student growth data, and self-assessments. The more context we have, the better we can coach teachers toward consistency and impact.

2. Truth or Myth? Teacher Evaluation Is Just a Compliance Exercise

Myth.

If evaluations are only about checking boxes, we’ve missed the point entirely. Teachers don’t improve from compliance—they grow from coaching, feedback, and reflection.

Evidence-First Perspective.

Evaluations should drive professional learning, not just document performance. With clearly defined, observable evidence markers, evaluators become partners in growth, not just scorekeepers. When teachers can see why they received a rating and what to do next, the process becomes a launchpad, not a dead end.

3. Truth or Myth? All Feedback Is Good Feedback

Myth.

Feedback that’s vague or subjective can actually do more harm than good. It leaves teachers confused, defensive, or simply unsure of how to improve.

Evidence-First Perspective.

What makes feedback powerful is clarity and specificity. That’s why the Evidence-First approach is built around concrete, observable behaviors—so every suggestion for improvement is actionable and tied to student impact. It’s not just about giving feedback—it’s about giving the right feedback.

4. Truth or Myth? Rubric Scores Tell the Whole Story

Myth.

Rubrics offer structure, but they can’t tell us why a score was given or what a teacher should do next. A number alone doesn’t lead to stronger practice.

Evidence-First Perspective.

Scoring should be rooted in evidence, not interpretation. With Evidence-First, evaluators select clear, research-aligned evidence markers during observations. These drive the score—but more importantly, they drive coaching. It’s a shift from “What did I get?” to “What did I do—and how can I grow?”

The Bottom Line

Evaluation isn’t about paperwork or punishment—it’s about potential. When we challenge outdated myths and replace them with evidence-driven practices, we create a system that respects teachers’ work and supports their growth. That’s the power of the Evidence-First approach.