Advocates for the use of a multi-measure system of performance evaluation argue that multiple measures may better capture meaningful differences in employee effectiveness and help align effort with organizational objectives. This may be particularly important in organizations such as schools that produce multiple outcomes. In this paper I use a leave-year-out estimation approach, similar to that outlined by Chetty, Friedman and Rockoff (2014), and estimate the relative contributions of the subjective (supervisor observations and student surveys) versus objective (value-added) evaluation measures in explaining teacher effectiveness at increasing cognitive and non-cognitive skills. I use data from a large urban public school district where teacher compensation is tied to the evaluation measures. Estimates reveal that the subjective measures provide information on teacher effects on short-run achievement and behaviors and long-run achievement in ways that value-added does not. Under the multi-measure system, test score value-added has highly significant relationships with achievement and absences in the current and subsequent year. Furthermore, teachers with high supervisor observation scores increase contemporaneous and subsequent year achievement. Not only are the supervisor observations related to achievement, but they also explain variation on top of test score value-added for both the contemporaneous test scores and subsequent year reading. Interestingly, student survey scores also capture current and subsequent year achievement, and they remain significantly related to contemporaneous absences even after controlling for the other evaluation measures. In fact, of the three high-stakes evaluation measures, teachers with high student survey scores are the most effective in reducing contemporaneous absences. The student survey effects on achievement and absences are more pronounced for students with low prior achievement and high prior absences. This finding is consistent with the idea that a caring teacher may particularly matter more for the low performing students and has implications for equity. The pattern of results is similar between subsequent year and high school outcomes, with the exception that supervisor observations are not significantly related to any of the high school outcomes when conditioned on test score value-added and survey score, while student surveys provide some additional information for Algebra I test scores. High survey score teachers also increase the probability of students attending a public high school within the district. Findings in this paper establish a foundation for the larger investigation of the effects of the evaluation and compensation reform on student outcomes.