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Lisa Stone is hard to interview as she walks down the halls of Ballou Senior High School. And that鈥檚 for the simple reason that she鈥檚 enormously popular.

鈥淢s. Guido! Ms. Guido!鈥� call students, referring to Ms. Stone by her maiden name. She smiles apologetically at the reporter and photographer trailing her as she stops to listen to updates on the students鈥� classes, new teachers, summer adventures.

A former history teacher at this high school, located in a poor, mostly black neighborhood across the Anacostia River from the Capitol, Ms. Stone finally breaks free. She heads toward the classroom where English teacher Adam Janosko, a second-year Teach For America corps member, has begun reviewing with his sophomores an article on the benefits of attending college.

After ducking inside the classroom, Ms. Stone sits down, snaps open a laptop, and starts taking notes on an electronic chart. In the left-hand column, she records time stamps. In a middle column, she describes Mr. Janosko鈥檚 words and actions. And in the right-hand column, she makes notes that will form the basis of feedback she鈥檒l provide to him over the next day or two.

Ms. Stone is one of 200 鈥減rogram directors鈥� for Teach For America, the selective program that takes graduates from top colleges and universities, trains them intensively over one summer, and places them in some of the hardest-to-staff schools in the country. Long famous鈥攐r infamous, depending on whom you talk to鈥攆or those features, the program is now attracting attention for the rapidity with which it refines its professional-development system and its commitment to helping its recruits exhibit effective teaching practices.

The role of the program directors has changed dramatically over the past five years, even as the organization has boomed in size, to about 7,000 corps members.

At one time, program directors had more of a support role鈥斺�渢o keep corps members satisfied,鈥� in Ms. Stone鈥檚 words. Now, they are charged with enabling the members to develop into highly effective teachers.

TFA鈥檚 shift over the past decade toward measuring and promoting its teachers鈥� ability to boost student performance has caused the organization to reconfigure not just program directors鈥� roles, but nearly all its other support components.

It has overhauled its five-week summer training, known as 鈥淚nstitute,鈥� to incorporate the new focus. Program directors, who cover small regions, now have fewer corps members鈥攖ypically around 30鈥攖o observe and have more time to respond to their needs. Most recently, TFA has added an on-demand system of Web supports.

Such changes have been informed by data that help the organization determine which aspects of its professional development appear to enhance teacher effectiveness and which don鈥檛.

鈥淥ur vision of support has evolved as our understanding of teacher effectiveness, and clarity about what it is, has increased,鈥� said Steven Farr, TFA鈥檚 vice president for knowledge development.

Changing Times

TFA corps members from just a few years ago can easily pinpoint how the training has evolved since their own time in the classroom.

Jonathon Stewart, a 2005 Oakland, Calif., corps member, recalls that the organization began to push forward on highlighting student-achievement data during his initiation and subsequent evaluations, but adds that 鈥渨e weren鈥檛 talking about it in meaningful conversations then.鈥�

Nevertheless, former corps members agree that TFA leaders have always been open to suggestions about how to improve their recruits鈥� training.

鈥淭FA elicits a lot of feedback from corps members, and they take it seriously,鈥� said Andrea Palmer, a 2006 Phoenix corps member who now teaches in a charter school in Denver. 鈥淚f you have an opinion that鈥檚 well founded, and you take it to the correct person, things are going to happen, and they are going to happen quickly.鈥�

In an interview this month, Wendy Kopp, TFA鈥檚 founder and chief executive officer, said the organization strove to become more nimble in providing support as it became clear that merely recruiting top talent would not ensure candidates鈥� success.

鈥淚nitially, we probably underestimated what it would take to train and support our teachers to truly succeed with their students in some of the most challenging teaching situations in the country,鈥� Ms. Kopp said. 鈥淲e have spent years trying to understand what the most successful teachers in underresourced communities do to obtain great results.鈥�

The turning point, Mr. Farr said, occurred in the early 2000s, when the group conceived of teaching as embracing five types of leadership traits, and then worked over several years to translate those traits into a set of professional standards. Known as the Teaching as Leadership, or TAL, framework, it spells out how successful teachers grow to embody those traits in their teaching.

TAL has something in common with other popular teaching frameworks, such as the one created by teacher-evaluation consultant Charlotte Danielson. Where it differs, though, is in its penetration across TFA鈥檚 training program.

Measuring Effectiveness

Teach For America now unabashedly defines effectiveness in terms of how its teachers鈥� students perform. All corps members are expected to reach at least one of these goals: move student learning forward by 1陆 grade levels, close achievement gaps by 20 percent, or ensure that 80 percent of students have met grade-level standards.

During the first few months of school, in what TFA calls 鈥渞ound zero,鈥� corps members and program directors select the assessments that will be used to gauge that progress and determine the areas that the teachers themselves must work on to meet their goals.

For each of three successive improvement 鈥渞ounds,鈥� the program directors review the data generated from the assessments, observe the teachers, and take detailed notes about teachers鈥� instruction. Then, they review the instructive practices with the corps members and make plans for improvement using TAL as the basis of their discussions.

鈥淚t is a co-investigation process, a problem-solving approach,鈥� Ms. Kopp summarized.

The feedback, corps members say, often exceeds the utility of district-mandated development and principals鈥� evaluations because of its ongoing nature, its basis in data, and the pathway to improvement spelled out in the TAL framework.

鈥淚t鈥檚 hard to go from TFA professional development, where every single minute of your time is effectively used, and then go to district meetings that are usually not as effective,鈥� said Ms. Palmer, the onetime Phoenix corps member.

Mitchell London, a 2008 corps member in Arkansas, recalls sitting through mandatory district sessions in which teachers were taught how to log on to the district鈥檚 e-mail system and warned not to send chain messages.

鈥淭o compare the TFA support and that provided in my high school would be like comparing the greatest cr猫me br没l茅e you鈥檝e ever had to a piece of French toast wrapped around a stick of butter,鈥� he said. 鈥淥ur [district鈥檚] development was in name only. It was so erratic. There was very little in the school structure that fostered holistic teacher development.鈥�

The data from the assessments also are used for program improvement. Analysts at TFA headquarters in New York City pore over the information to determine which teachers appear to be getting the greatest gains, and then investigate what those teachers are doing differently in their classes. The results are fed back to inform continuing refinement of the summer training and the periodic evaluations.

TFA is also beginning a study with financial backing from the Seattle-based Bill & Melinda Gates Foundation to determine which strands and components of the Teaching as Leadership guidelines are most highly correlated with student achievement, said Ted Quinn, who oversees the group鈥檚 data-analysis efforts as its vice president of strategy and research.

Online Support

The continual revision and improvement of professional training of this sort does not come cheaply. TFA now spends some $20,000 developing each corps member, double the cost just a few years ago.

The creation of TFA鈥檚 newest support mechanism, a Web portal known as (members only), accounts for some of the added expense. A version of the Web site has existed since the early 2000s, but corps members from even a year or two ago described it as 鈥淲eb 1.0鈥濃�攏ot interactive, not well organized, and not particularly helpful. That has since changed.

One of the site鈥檚 most popular features is a resource exchange that helps teachers find assessments, lesson plans, tips, and strategies so they鈥檙e not constantly reinventing the wheel. It debuted in 2008 with 6,500 materials; now, there are more than 20,000.

A feature officials are still improving is an online version of the TAL framework. It allows users to locate materials related to each strand and each proficiency level, and corps members can download videotaped examples, both weak and exemplary, depicting teacher instruction on a particular skill.

Aside from supplementing program directors鈥� personalized feedback, those videos serve as handy references for teachers in isolated locales, where few colleagues may exhibit best practices in person.

Parallel System?

The group鈥檚 commitment to supporting and constantly improving the quality of its training has attracted kudos from outside observers.

The director of Education Sector, a Washington think tank, said that this focus sets TFA apart from other teacher-training and -development efforts that have not yet institutionalized the use of data to continually adjust practice.

鈥淲e鈥檙e still having this enormous fight about whether we should link this data. There isn鈥檛 a big appetite for it,鈥� said Andrew J. Rotherham. 鈥淭FA is much further ahead of where most folks are on this.鈥�

Others, though, harbor reservations about the group鈥檚 system from a conceptual standpoint. One thing that worries Stephanie Hirsh, the executive director of the Dallas-based National Staff Development Council, is that in some cases, TFA鈥檚 system operates parallel to, rather than integrated within, a school鈥檚 culture.

鈥淚f you build the strongest possible induction model for people that come with this background, and equip them with the technology of teaching, will that help individuals improve? Yes, and I think TFA shows evidence of that,鈥� said Ms. Hirsh, whose group promotes school-based learning teams for professional development. 鈥淏ut is the process one that could be replicated to all teachers in a school and produce schoolwide change? I don鈥檛 think so, because it has [teachers]working on isolated instances of practice.鈥�

Ms. Kopp agrees that creating communities of practice for school improvement is vital to reform, but for TFA, views the issue of as one of limited resources. 鈥淯ltimately, our schools and districts should be taking that on,鈥� she said. 鈥淚t鈥檚 simply a question of what we have the bandwidth to do.鈥�

Mr. Farr, the TFA vice president, added that the organization has stressed the importance of humility and encouraged corps members to form relationships with veteran teachers in their schools.

鈥淲e think of this as layers of support, not carved-out niches,鈥� he said.

Corps members add that the presence of a critical mass of TFA teachers in a school can catalyze the establishment of learning communities.

Ms. Stone, who taught history during her tenure here at Ballou, was so horrified after a year in which only 6 percent of students passed the district reading exam that she and other corps members set up a 鈥�10th grade academy鈥� to home in on problem areas. Scores jumped about 20 percentage points the following year.

Today, Ms. Stone鈥檚 classroom visits as a TFA program director are fairly informal, as the teachers she鈥檚 here to observe haven鈥檛 yet finished 鈥渞ound zero.鈥� But she鈥檚 already pleased with what she sees.

She notes that Mr. Janosko has set strong behavior expectations for his English students early in the year, and he鈥檚 holding them to it. 鈥淓xpect a phone call home,鈥� the no-nonsense instructor says to a student who鈥檚 acting up in the back of the classroom.

Around the corner and up two flights of stairs, Molly Smith is instructing students to think about an author鈥檚 purpose in writing. When Ms. Stone finishes her observation, she writes a note complimenting the young teacher for asking her students lots of open-ended questions鈥攁nd reminding her not to give away the answers too quickly. She leaves the note on Ms. Smith鈥檚 desk, along with two oatmeal cookies.

As Ms. Stone departs Ballou to visit her other charges, a young man walking past the school calls out the familiar refrain: 鈥淢s. Guido!鈥�

It鈥檚 clear from Ms. Stone鈥檚 response that despite her transition to a mentor, she will always, at heart, be a teacher.

鈥淗i, sweetheart,鈥� she replies. Then she frowns. 鈥淪houldn鈥檛 you be in class?鈥�