In 2009, we launched our ten-year Teacher Effectiveness Initiative based on the theory that better teacher preparation programs would lead to more effective teachers and, in turn, improved student outcomes. Fourteen higher education partner institutions, and their teacher preparation programs, were at the Initiative’s core; together they committed to train and place 25,000 new, effective teachers across Minnesota, North Dakota, South Dakota and the 23 Native nations that share that geography. To do this, the partners agreed to transform their approach around four key pillars—recruitment, preparation, employment and support. The Initiative also paid close attention to how partners would develop and use measurement systems to improve training strategies, and how they would understand the effectiveness of their graduates as new teachers. This learning paper examines these measurement strategies.