No one has a bigger stake in teaching effectiveness than students. Nor are there any better experts on how teaching is experienced by its intended beneficiaries. Only recently have many policymakers and practitioners come to recognize that--when asked the right questions, in the right ways--students can be an important source of information on the quality of teaching and the learning environment in individual classrooms. As states and districts reinvent how teachers are evaluated and provided feedback, an increasing number are including student perception surveys as part of the mix. In contrast to the kinds of school climate surveys that have been commonly used in many systems, these student perception surveys ask students about specific teachers and specific classrooms. Analysis by the Measures of Effective Teaching (MET) project finds that teachers' student survey results are predictive of student achievement gains. Students know an effective classroom when they experience one. That survey results predict student learning also suggests surveys may provide outcome-related results in grades and subjects for which no standardized assessments of student learning are available. Further, the MET project finds student surveys produce more consistent results than classroom observations or achievement gain measures (see the MET project's "Gathering Feedback" policy and practitioner brief). This report draws on the experience of the MET project, its partners, and other leading school systems and organizations to clarify four overriding requirements of any system considering student surveys as part of formal feedback and evaluation for teachers: (1) Measure what matters; (2) Ensure accuracy; (3) Ensure reliability; and (4) Support improvement. This document concludes by emphasizing the importance of stakeholder engagement for achieving positive results. An appendix entitled "Tripod 7 C Survey Items Included in MET Project Analysis" is included.