Integrating Special Education Teachers into a Statewide Teacher Evaluation System

Autor/in	Johnson, Evelyn S.
Titel	Integrating Special Education Teachers into a Statewide Teacher Evaluation System
Quelle	In: Journal of Special Education Leadership, 28 (2015) 2, S.82-88 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Special Education Teachers; Teacher Evaluation; Evaluation Methods; Accountability; Educational Change; Evidence Based Practice; Program Implementation; Partnerships in Education; State Departments of Education; Teacher Education Programs; Program Design; Teacher Effectiveness; Psychometrics; Idaho + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher appraisal; Lehrerbeurteilung; Verantwortung; Bildungsreform; Hochschulpartnerschaft; Kultusministerium; Programme design; Programmaufbau; Programmplanung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Psychometry; Psychometrie
Abstract	If special education teacher evaluation systems are to meet their promise of improving practice for students with disabilities, they need to be designed in a way that promotes and rewards strong instructional practice. In 2010, the Idaho State Department of Education (SDE) partnered with researchers from Boise State University to develop a special education evaluation tool. The goal was to ensure that special education teachers were integrated into the state's initiative to include teacher accountability as part of its larger education reform efforts. The result of this collaboration is a pilot evaluation tool called Recognizing Effective Special Education Teachers (RESET) that is grounded in the Danielson framework, spans the professional lifespan from preservice to master teacher, with plans to link the evaluation to include student growth measures as a component of the process. In this article, the process undertaken to design and pilot the instrument is described, and plans for next steps are discussed. (ERIC).
Anmerkungen	Council of Administrators of Special Education. 1675 East Seminole Street Suite L1, Springfield, MO 65804. Tel: 417-427-7720; Fax: 417-427-6520; e-mail: office@casecec.org; Web site: https://www.casecec.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01