This manuscript examines value added measures used in teacher evaluations. The evaluations are often based on limited observations and use student growth as measured by standardized tests. These measures typically do not use multiple measures or consider other factors in the teaching and learning process. This manuscript identifies some of the factors usually not taken into account in teacher evaluations and suggests ways to improve the teacher evaluation process. This manuscript advocates use of multiple measures in the both formative and summative evaluation of teachers and suggests the inclusion of specific student characteristics and a collegial process that needs to make the teacher evaluation process fair and more meaningful.