Challenges in Evaluating Special Education Teachers and English Language Learner Specialists. Research & Policy Brief

Autor/inn/en	Holdheide, Lynn R.; Goe, Laura; Croft, Andrew; Reschly, Daniel J.
Institution	National Comprehensive Center for Teacher Quality
Titel	Challenges in Evaluating Special Education Teachers and English Language Learner Specialists. Research & Policy Brief
Quelle	(2010), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Special Education Teachers; Educational Policy; Limited English Speaking; English (Second Language); Second Language Learning; Student Evaluation; Academic Achievement; Achievement Gains; Teacher Evaluation; Measures (Individuals); Administrators; School Districts; Surveys; Teacher Collaboration; Team Teaching; Educational Legislation; Federal Legislation; Alabama; California; Colorado; District of Columbia; Florida; Massachusetts; Ohio; Texas + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulnote; Studentische Bewertung; Schulleistung; Achievement gain; Leistungssteigerung; Teacher appraisal; Lehrerbeurteilung; Messdaten; School district; Schulbezirk; Survey; Umfrage; Befragung; Lehrerkooperation; Teamteaching; Bildungsrecht; Schulgesetz; Bundesrecht; Kalifornien; Master-Studiengang
Abstract	Current emphasis on teacher effectiveness in educational policy poses a challenge for the evaluation of special education teachers and English language learner (ELL) specialists. Most evaluation systems focus on student achievement and teacher practice; however, few systems have the capacity to differentiate among specialty area educators, address the challenges in accurately measuring achievement growth for their students, and connect that growth to teacher effects. Questions arise as to how these interdependent foci may vary for at-risk populations and how evaluation systems should best reflect this variation. The purpose of this Research & Policy Brief is to inform discussion of these issues. (Contains 4 figures and 6 tables.) (ERIC).
Anmerkungen	National Comprehensive Center for Teacher Quality. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 877-322-8700; Fax: 202-223-8939; e-mail: tqcenter@air.org; Web site: http://www.tqsource.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10