Most institutions of higher education require evidence of effective teaching as part of the review process for reappointment and for tenure/promotion. This study examines the relative importance of various documents placed in the teaching section of the dossier as rated by pre-tenured faculty members and review committee members. Results indicate that these documents are viewed quite differently by the two groups. There is a danger that the differences in the value that various documents play may affect the evaluation of teaching effectiveness and the final outcome of reappointment and tenure/promotion decisions. These differences weaken the evaluation process. There must be a common understanding of the importance of particular documents and how those pieces of evidence assist in telling the story of teaching effectiveness.