In 2009, the Bill and Melinda Gates Foundation funded the investigation of a $45 million question: How can we identify and develop effective teaching? Now that the findings from their Measures of Effective Teaching (MET) project have been released, it's clear they asked a simpler question, namely, What other measures match up well with value-added data? Although the authors don't question the utility of using evidence of student learning to inform teacher development, they suggest that a better question would not assume that value-added scores are the only existing knowledge about effectiveness in teaching. Rather, a good question would build on existing research and investigate how to increase the amount and intensity of effective instruction. The following questions get to the heart of any discussion about effective teacher evaluation tools: (1) Do evaluation tools inspire responsive teaching or defensive conformity?; (2) Do evaluation tools reflect goals for public education?; (3) Do evaluation tools encourage teachers to use text in meaningful ways?; (4) Do evaluation tools spark meaningful conversations with teachers?; and (5) Do evaluation tools promote valuable education experiences?