A teacher's effectiveness has a tremendous impact on a child's learning and academic trajectory. Yet knowing that, and being able to create teacher evaluation systems that successfully measure and document teacher effectiveness, are two very different things. In fact, for as long as anyone can remember, a public school teacher's effectiveness and performance in Ohio classrooms-as in the rest of America- haven't been measured much at all. These critical factors have had little impact on decisions about whether she is retained by her district or laid off, how she is compensated or assigned to a district's school, or how her professional development is crafted. This report, authored by Superintendent Mike Miles, takes a detailed look at the Harrison (CO) School District 2's Pay-for-Performance Plan. The Harrison Plan confronted the dual challenges of defining an effective teacher then identifying all the things that demonstrate her effectiveness. This how-to guide is meant to serve as a tool and model for Ohio's school districts. Appended are: (1) Key Details of Harrison Pay-for-Performance Plan; (2) Harrison's Quarterly and Semester Exams; (3) Major Decisions of the Harrison Plan Focus Group; (4) Suggested Two-Year Implementation Timeline; (5) 2011-2012 District Assessment Schedule; (6) Sample Achievement Template--4th and 5th Grades; (7) Individual Student Achievement Goal Rubric; (8) Distinguished Teacher Evaluation Rubric; (9) Principal Input for the DTE Review Process; and (10) Matrix for Improving Schools. (Contains 4 charts and 2 figures.) [This report was written with Ellen Belcher. Foreword by Emmy L. Partin and Terry Ryan.]