Dr. Ron Anderson has more than 30 years experience in Ohio as a teacher, curriculum director, director of professional development, and director of organizational development. He has taught numerous graduate level courses and is a seasoned workshop presenter. Ron specializes in instructional improvement, mentor and assessor training, and program development. He is a graduate of Kent State University, Wright State University, and Miami University. Dr. Shelly Arneson earned her doctorate in Curriculum and Instruction from The University of West Florida in August of 2012. Her dissertation focused on teacher trust in school administrators, specifically determining which factors impact trust in principals. Shelly's first book, entitled Communication and Motivation: The School Leader's Guide to Effective Communication (Eye on Education, 2011) focuses on effective communication techniques, and she presents national keynotes and workshops on this topic as well as many others. Shelly's experience ranges from teaching to counseling to administration, as she recently concluded seven years as an elementary principal in Florida.
Dr. Carl Atkinson is a graduate of Arcadia University, Chestnut Hill College, and the University of Pennsylvania. With over 25 years in education, Atkinson has experience teaching children and adults. He has served as a staff developer, curriculum supervisor, and currently serves as assistant superintendent. Over his career, Atkinson has conducted a variety of education workshops with a focus on teacher evaluation, content reading strategies, and assessment. Darlene H. Axtell is a charter member of the Danielson Group and has worked with the Framework for Teaching since 1997. She is co-author of the Action Tool, “Implementing the Framework for Teaching.” She has been a teacher and counselor at all levels. As an administrator she was director of counseling, curriculum coordinator, middle level principal. Areas of focus include teacher evaluation, induction, and instructional strategies to support the Framework for Teaching.
Anne Moseley Babina is a graduate of University of Arizona and Northern Arizona University. After nineteen years as a classroom teacher, Anne transitioned into the position of Instructional Specialist. Anne specializes in teacher induction and mentoring, building understanding around the Framework for Teaching with administrators, and conducting ongoing inter-rater reliability observation exercises, focusing on evidence gathering for teacher evaluation. Paula Bevan is a charter member of the Danielson Group. She began her career as an elementary teacher and then moved to the University level as a teacher educator. Paula supports districts designing and implementing teacher evaluation programs, including pay-for-performance systems. Paula also facilitates ongoing professional development for teachers. Paula is co-author of: Implementing the Framework for Teaching in Enhancing Professional Practice: An ASCD Action Tool.
Ann Cummins Bogan has been an educator for over 19 years. As a teacher leader, she co-chaired a district committee to design and implement a new appraisal system. Ann’s experience includes mentoring, peer-coaching, and creating professional development for teachers around the Framework for Teaching. Ann holds an M.A. in Teaching and a C.A.S. in Educational Leadership from National Louis University. Marilyn Chambers is a graduate of the University of Arkansas at Monticello and the University of Arkansas at Fayetteville. She is serving as Special Programs Director for the Hamburg School District and specializes in teacher evaluation, mentoring and improving teacher quality. She is a trainer for Arkansas’ model for teacher evaluation based on the work of Charlotte Danielson.
Cody Claver , a charter member of the Danielson Group, is a graduate of Idaho State University and Nova Southeastern University. Cody has experience at all levels of education; as a teacher and principal at the elementary, middle and high school levels, as well as the Head of School for a virtual charter school. Cody has utilized the Framework for Teaching as a practitioner and trainer since 2000. Dr. Kate Dickson earned her PhD at the University of Oregon and is a charter member of the Danielson Group. Kate has 30 years in K-12 education in Oregon serving as Deputy Superintendent for Public Instruction, assistant superintendent, principal, and classroom teacher. Kate has been using the Framework since 1997 specializing in education policy, teacher/leader effectiveness, and organizational improvement that increases quality teaching and learning for all students.
Bridget Doogan is an international consultant specializing in growth-orientated appraisal and supervision systems around the Framework for Teaching and professional collaboration. She is a graduate of the University of Sussex and is experienced at the primary, secondary, and tertiary levels as a teacher, curriculum coordinator, and staff developer. Based in the middle-east, she currently serves as a consultant for International Schools Services, the Center for Adaptive Schools, and as an adjunct professor. James Edler is a graduate of the University of Wisconsin-Milwaukee, with an emphasis on urban education. James worked as an elementary and middle school teacher before taking a leadership role with the Milwaukee public schools. His work with teachers and administrators is focused on supporting pedagogical change to increase the quality of teaching and learning through meaningful teacher evaluation systems based on Danielson’s Framework.
Josh Elder is a graduate of the University of Rochester focusing on Educational Leadership and has fourteen years of educational experience working in public schools in New York. During this time Josh has served as a secondary school teacher, mentor teacher, curriculum supervisor and is currently an assistant principal at the high school level. Josh’s experience includes teacher evaluation, curriculum and assessment design, professional development and cultivating positive school climates. Dr. Jorie Ellis earned a PhD in educational policy and leadership at the University of Oregon. Jorie taught regular and special education and retired as executive director supervising K-12 principals. She held directorships for special education, curriculum, and school improvement/staff development. She teaches graduate level courses and consults on: leadership, teacher evaluation; the Framework for Teaching; inter-rater reliability; and effective instructional strategies.
Linda Goodwin is a graduate of the University of Arkansas at Fayetteville. She has spent 36 years in public service for Arkansas’ school children, 16 years in the classroom and 20 years as an administrator. Goodwin specializes in teacher evaluation, mentor and induction programs. She currently works as a consultant in the Framework for Teaching and as a Praxis III Assessor and Scholastic Auditor for the Arkansas Department of Education. Nate’ Hall earned her Bachelors of Science in Biology from Delaware State University and a Masters of Science in Administration and Supervision from Johns Hopkins University and has been an educator for 11 years. During her tenure, she has served as a Teacher Development Liaison, Science Department Chair, Professional Learning Communities team leader, and currently serves as the Secondary Science Resource Teacher at the central office level.  Nate’ utilizes the Framework to build capacity with new science teachers in her district.  Nate’ also serves as an Instructional Mentor where she uses the Framework as a tool for assessing new teacher practice and as a guide for their continued professional growth.
Shirley Hall has 30 years of experience as an educator, serving as elementary teacher, teacher of the blind and visually impaired, elementary principal, central office administrator. She began using the Framework as an administrator in a large urban district, assuming responsibility for training principals and peer observers. Shirley has since trained on the Framework in the US and abroad. Areas of expertise include: assessment of teacher practice, school leadership and formative assessment of student learning. Kathleen Hanson has spent 35 years in public service for Idaho’s school children, 19 years in the classroom and 16 years as administrator. She’s been directly involved with the Frameworksfor Teaching; leading the development of a supervision and evaluation model in three school districts as Human Resources Administrator, principal, and consultant. She currently works as a consultant in the Framework for Teaching, Adaptive Schools, and as a Capacity Builder for Boise State University Center for School Improvement and Policy Studies.
Dr. Bob Hassler earned his Ed.D. at Lehigh University. He served as a superintendent, assistant superintendent, director of curriculum, principal and teacher during his public school tenure. Dr. Hassler specializes in instructional and organizational improvement, data-driven decision-making, development of results-based measurable goals, and parent engagement.” In addition to consulting, Dr. Hassler teaches on-line doctoral courses for Grand Canyon University. Vince Howard has been using the Framework for Teaching in his role as Principal at the elementary and middle level since 2000. He taught school for ten years prior to entering public school administration. He earned his Bachelor of Science and Master degrees from the University of Idaho and his Educational Specialist degree from Idaho State University. He has spent the last thirty one years in the Idaho Falls, School District where he used the Framework for teacher supervision and evaluation, new teacher mentoring, and working with teachers in setting professional growth plans with an emphasis on improving student achievement.
Margaret Leibfried Margaret M. Leibfried is a graduate of St. Cloud State University and completed her graduate work for administration at the University of Minnesota. During her career, Margaret served as a high school and middle school teacher and administrator. In her current middle school principal role Margaret uses the Framework for Teaching, both as an evaluative tool and as an instructional improvement tool with teachers. Margaret’s responsibilities include mentoring Principals and Instructional Leaders, specifically in evidence gathering for teacher evaluation. She is also certified as an International Baccalaureate workshop leader for Heads of Schools. Teresa Lien has 30 years in K12 education and over ten years of experience in higher education. She is a meritorious academic instructor for undergraduate and graduate courses. As an Instructional Facilitator, she coaches new and seasoned teachers. Teresa has been using The Framework for mentoring, coaching and instructing. Her leadership has earned Promising Program awards with the Wisconsin Department of Public Instruction.
Melissa Linton , a graduate of the Eastman School of Music and Northwestern University, has been an educator for over 20 years, serving as a teacher, building level administrator, principal, and district administrator. She began using the Framework as an administrator in 2000 focusing on mentoring programs, teacher evaluation, observation and school improvement using data driven decision making processes. She teaches graduate level courses for teachers and consults on the use of the Framework for Teaching, teacher evaluation, observation inter-relater reliability and effective instructional practices. Kathleen MacDonald has served the education community as teacher, academic director, assistant principal, principal, and director of curriculum and instruction for 30 years. Her expertise includes facilitating change within school structures, improving educator effectiveness, and establishing professional development models that build capacity and sustain continuous improvement. Kathleen has provided educational support in designing, developing, presenting and facilitating professional growth and evaluation processes using the Framework for Teaching. She is a graduate of the University of Wisconsin-Madison, Marian University and attended The Principals' Center, Harvard Graduate School of Education.
MaryLou McGirr has served in education for 25 years and specializes in professional development for educators. She provides trainings in teaching and leading focusing on teacher evaluation, mentoring, group facilitation, organization change and coaching.  Her workshops utilize effective techniques and research-based approaches to assist educators in growing their instructional practice and leadership capacities specifically around the FfT.  She worked with the South Dakota Department of Education in developing and facilitating the initial pilot program for the state teacher evaluation system incorporating the FfT. She is a Training Associate with the Center for Cognitive Coaching and Learning Specialist with Technology and Innovation in Education.  George McKenna is a graduate of Western Illinois University, Illinois State University, and Millikin University. His career has included teaching in traditional, alternative, and special education programs. Administratively, George has been a high school dean of students and currently serves as a high school principal in Illinois. He led his current district in the adoption and implementation of Danielson’s Framework for Teaching, designing the professional development for the teachers and administrators in grades K-12.
Brenda Nielsen began her career in education as a classroom teacher 22 years ago. She has been an educator at the elementary and middle school levels, staff developer, district level coordinator, adjunct university professor, and educational consultant. Currently Brenda serves as a Human Resources administrator in a large urban school district. She is involved as a designer, presenter, and facilitator in numerous educational professional development sessions on a variety of topics for teachers and administrators. Peggy Olcott has over 25 years experience ranging from elementary and middle school teaching to district level coordination of curriculum and instructional programs. She helped develop and implement teaching standards based on the Framework for Teaching. Currently, Peggy presents various seminars including facilitating data-driven dialogue and learning-focused conversations. Peggy holds a B.A. from UC, Santa Barbara and M.Ed. from City University.
Joanie Peterson is a graduate of the University of California at Davis whose career includes classroom teacher, central office HR administrator and Board of Trustee in the K-12 education system; faculty and administrator at the community college and university level. Peterson works with districts in school improvement and specializes in teacher evaluation, recruitment and the hiring process, mentor and induction programs. Elaine Phillips Ed.S., a charter member of the Danielson Group, specializes in establishing long-term relationships with districts/states to implement teacher evaluation systems and professional development. Elaine has served as a director of curriculum and instruction, director of gifted and talented and English teacher and continues to teach at the graduate level. Elaine is a graduate of the U. of Minnesota, U. of St. Thomas and Indiana U. and co-author of the FFT Action Tool. She resides in Minneapolis.
Sue Presler has experience teaching K-12 vocal music as well as gifted and talented classes, and as Director of Professional Development for an Iowa district. As a consultant, Sue developed a new teacher induction program and principal’s academy. As a charter member of the Danielson Group, Sue has spent over a decade providing training and consulting services around the Framework for Teaching. In addition, she is a senior consultant for the Center for Cognitive Coaching and the Center for Adaptive Schools. Dr. Carol Rauch is a graduate of Morehead State University, Xavier University and the University of Cincinnati, with a lifetime career in public education. Her current role with the University of Cincinnati is working in Professional Development in area schools, supervising student teachers, and training mentor teachers. Carol also works throughout Ohio in high schools with specialized Career-Technical programs and has developed a partnership with the university and these programs providing graduate coursework to mentor teachers, and scholarships to students in these programs.
Dr. Pamela Rosa , as a consultant of educational change initiatives for the past 14 years, specializes in teacher and principal evaluation and professional growth processes as well as teacher mentoring/coaching. Pam has worked as a teacher, literacy coach, principal, district administrator, and state board consultant. Her educational leadership and policy degrees are from Illinois State University and University of Illinois Lynn Sawyer is a Charter member of the Danielson Group, and leads school districts in developing comprehensive systems for professional development and teacher evaluation, based on A Framework for Teaching. Her publications include: “Revamping a Teacher Evaluation System,” Educational Leadership, Feb 2001 and “Integrating Cognitive Coaching with a Framework for Teaching,” in Cognitive Coaching: Weaving Threads of Learning and Change into the Culture of an Organization, 2003 (Christopher-Gordon).
Dr. Carol Brooks Simoneau has over 20 years experience teaching students K-12 and providing professional development for assessment, evaluation, reading and writing instruction and intervention, group facilitation, organizational change, coaching, curriculum standards, and mentoring. Carol authored A Facilitator's Guide to On-line Professional Development: Establishing Communities of Learning and Cultures of Thinking. She holds a Doctorate in Educational Administration and Leadership from Kansas State University. Carol is a Coordinating Consultant for Thinking Collaborative and a Training Associate for Cognitive CoachingSM and Adaptive Schools. Dr. Connie Sims has over 30 years of experience in teaching and administration. Elementary and secondary principal, assistant superintendent and superintendent represent some of her administrative positions. Dr. Sims began as a trainer for the Framework for Teaching in 1997 and is currently a national consultant and charter member of the Danielson Group. Areas of specialization include: induction, teacher and principal evaluation, and related professional development.
Robin Stranahan has spent 35 years in public education serving as a classroom teacher, literacy specialist, district administrator leading professional development/teacher induction and elementary principal. She has also taught university pre-service teachers at the University of Northern Colorado. She has worked with the Framework for Teaching in many capacities since 2000. Debbie Tomasetti is currently the Graduate Advocate Initiative Project Manager for the Clark County School District in Las Vegas, Nevada. She has been an educator for 26 years serving as a teacher, curriculum specialist, project facilitator, administrator, and adjunct university professor. Debbie designs and presents a variety of professional learning sessions on a variety of topics for teachers, administrators, and community leaders.
Dr. Cindy Worner has been immersed in the Charlotte Danielson Framework since it was first used in the mentoring of new teachers and then later when it was used for evaluative purposes in the school district where she was a principal. After working 30 years in school districts, her work with the Danielson Group now focuses on helping teachers and administrators develop a deeper understanding of the Framework and how it can be used to move professional learning forward. Dr. Worner has a Bachelor’s Degree from Illinois State University in Elementary Education. She also holds a Master’s Degree in Reading and has a Doctorate in Educational Administration from Illinois State University. Karyn Wright is a charter member of the Danielson Group and has provided training related to the Framework for Teaching since 2000. She is also a co-author of the Action Tool, “Implementing the Framework for Teaching." Karyn has been an educator for over 25 years, serving as a teacher, curriculum specialist, building level administrator, professional development director, adjunct university instructor, and district level administrator. She consults with districts nationwide, providing assistance to administrators and teachers on various district -identified areas of professional learning, related to the Framework for Teaching. Karyn also provides support to schools in the areas of: school climate and culture, school governance, the change process, new teacher induction and mentoring,  teacher leadership, strategic planning, and presentation and facilitation skills.