A commentary warns that universities are neglecting systematic teaching training for faculty, calling it a “secret scandal” in U.S. higher education. The author argues that most faculty development does not include direct observation of teaching or structured coaching in pedagogy, leaving instructors without consistent feedback on instructional effectiveness. The piece critiques reliance on student evaluations as a proxy for teaching quality, characterizing them as potentially measuring popularity rather than learning and as susceptible to bias when feedback is not actionable. The argument is that institutions fail to treat teaching development as a continuous professional practice. For leaders, the story reframes faculty development priorities: it suggests that institutions should invest in teaching observation, workshops, and coaching—not only measurement—so professional growth in instruction becomes institutionalized rather than optional.