Virtual learning has been used by K-12 education for decades but has recently been on the rise as a response to the COVID-19 pandemic. School districts have found this mode of instruction to be very effective as it offers a personalized approach with greater flexibility for certain learners. This professional practice dissertation discussed the history of virtual learning, the impact virtual learning has on students, and teacher effectiveness in a virtual setting to include professional development, observations, and teacher evaluation. The action research examined the critical need for more specific tools to develop and evaluate teachers in a virtual setting. Interviews, survey data, and academic documents were analyzed to determine what to include in professional development and evaluations used to strengthen teacher effectiveness in an online setting. The findings resulted in the development of products to support administrators in assisting, strengthening, and evaluating virtual teachers, which were shared with the participating district, as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]