What Does It Mean to Be a Highly Effective Educator?

ASCD held a briefing on Capitol Hill on July 14, 2009, for educators and the staffs of congressional offices about how teachers and school leaders can foster and measure teacher effectiveness through federal policies and existing professional development activities. 

ASCD's panel of experts discussed the policies and practices necessary to transform highly qualified teachers into highly effective teachers, including the best strategies and practices to develop, support, and evaluate highly effective teachers and—most critically—ways to help struggling teachers improve. You can review the slides from their presentations below.

• Charlotte Danielson (PDF), author of Enhancing Professional Practice: A Framework for Teaching; education consultant, The Danielson Group
• Thomas Guskey (PDF), author of Evaluating Professional Development; professor emeritus, University of Kentucky College of Education
• Ann Cunningham-Morris (PDF), director of professional development, ASCD
• Sandra Hodges (PDF), assistant superintendent (retired), Omaha Public Schools
• Patricia Reynolds (PDF), principal, I.S. 73—The Frank Sansivieri Intermediate School, New York City

Related Links

• ASCD Fall Conference on Teaching and Learning (October 30–November 1)
• Professional Development
• American Recovery and Reinvestment Act resources
• ASCD SmartBrief
• Educator Advocates

Further Reading

• A Framework for Learning to Teach, by Charlotte Danielson, 2009, Educational Leadership, 66 (Online)
• Does It Make a Difference? Evaluating Professional Development, by Thomas Guskey, 2002, Educational Leadership, 59(6), pp. 45–51
• The Challenge of Professional Growth in a Shrinking Economy, by Gene R. Carter, February 2009, Is It Good for the Kids?
• Highly Effective Teachers: Defining, Rewarding, Supporting, and Expanding Their Roles, by Laura Varlas, 2009, Infobrief, 15(3)