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Research showing considerable variation in teacher effectiveness has fueled interest in revising evaluation systems over the last several years. Privately funded studies, such as the Measure of Teacher Effectiveness and Gathering Feedback for Teaching, exposed teacher evaluation as the next frontier for improving education by policymakers at the national and state level. One study in particular, the Widget Effect published in 2009, had a precipitous impact on the belief something needed to be done to ensure quality teachers for each class. This study involved collection of survey responses from 12 districts across four states, from 15,000 teachers and 1,300 administrators. The term widget was selected because authors of the study claimed teachers were treated as widgets in a machine, such as the tendency of districts to assume classroom effectiveness is the same from teacher to teacher, fostering an environment where teachers cease to be understood as individuals, but rather as interch
