When students look back on their most important teachers, the social aspects of their education are often what they recall. Learning to set goals, take risks and responsibility, or simply believe in oneself are often fodder for fond thanks--alongside mastering precalculus, becoming a critical reader, or remembering the capital of Turkmenistan. The author argues while test scores are often the best available measure of student progress, they do not capture every skill needed in adulthood. A growing research base shows that noncognitive (or socio-emotional) skills like adaptability, motivation, and self-restraint are key determinants of adult outcomes. Therefore, if there is a want to identify good teachers, society ought to look at how teachers affect their students' development across a range of skills--both academic and non-cognitive. To prove his argument, he uses a robust data set on 9th-grade students in North Carolina. First, he creates a measure of non-cognitive skills based on students' behavior in high school, such as suspensions and on-time grade progression. He then calculates effectiveness ratings based on teachers' impacts on both test scores and non-cognitive skills and look for connections between the two. Finally, he explores the extent to which measuring teacher impacts on behavior allows to better identify those truly excellent educators who have long-lasting effects on their students.