A key problem of many of the school-reform/accountability/etc. initiatives lately seems to be that they're cumulative: a new way of assessing teachers or schools or curricula is added in addition to existing methods, with no real effort to make sure that they're consistent with each other or mutually satisfiable. Hence you can get someone who's simultaneously too assertive in the classroom, not assertive enough, a bad teacher, and a teaching-award nominee.

Special-ed classes often seem to fit awkwardly into the schemes as well.