In recent research, executive function skills have been identified as having a huge impact on a student’s success in school, particularly when that student suffers from an Executive Function Disorder, or EFD. Supports are put in place to build the student’s skills and teach coping strategies for the deficits with which he or she struggles. Not everyone receives this support and guidance however, in particular the adults who completed school well before EFD had been identified and support became commonplace. Organization, task flexibility, time management, working memory – these are a few of the identified executive functions, but they are also factors a supervisor considers when measuring a teacher’s effectiveness during an observation. The Skillful Teacher notes that “good planning skills stand behind good teaching,” indicating that planning high quality lessons are at the heart of what every teacher needs to do to be effective in the classroom (Saphier, Haley-Speca, and Gower, 2008). Lesson planning, and the delivery of a well-planned lesson, require a high level of executive functioning skills as well. In this session, we explore the variety of evaluation tools and the executive functions required for a teacher to qualify as effective. We will also review current research pertaining to the identification of this issue, as well as what administrators can do to support faculty members struggling with poor EF skills.