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In this manuscript, we argue that the increasing use of reductive tools born out of neoliberal reforms in education, such as  The Framework for Teaching,  a tool for teacher evaluation credited to Charlotte Danielson, limits the possibilities for emergent, improvisational teaching. We consider the broader political landscape of the last 25 years to suggest that  The Framework for Teaching  illuminates a preoccupation in education with so-called measurable results in ways that hurt teachers while advancing political agendas and profiting private corporations. Next, we rely on storytelling methodology to critique the framework and offer alternative ways of thinking about teacher evaluation. Ultimately, our critique intends to prompt more humane understandings of teacher evaluation, thereby permitting and engendering improvisational pedagogies.,

Destructive domains: rethinking teacher evaluation in the age of Charlotte Danielson