Evaluation of teaching remains an inaccurate undertaking. Many believe that taking into factor the numbers of classes taught, students taught, graduate students supervised, honors contacts made, and undergraduates mentored are the best quantifiable measures for teaching. However, this author argues that such measures do little to provide a useful measure of teaching. In this article, the author discusses the importance of peer-evaluation in teacher evaluations. He also discusses how instructional materials and classroom observations can provide evidence of teaching quality.