Special Education Teacher Evaluation: Why It Matters, What Makes It Challenging, and How to Address These Challenges

Autor/inn/en	Johnson, Evelyn; Semmelroth, Carrie Lisa
Titel	Special Education Teacher Evaluation: Why It Matters, What Makes It Challenging, and How to Address These Challenges
Quelle	In: Assessment for Effective Intervention, 39 (2014) 2, S.71-82 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508413513315
Schlagwörter	Special Education Teachers; Teacher Evaluation; Observation; Measures (Individuals); Disabilities; Labor Market; Teacher Education; Evaluation Methods; Feedback (Response); Teacher Effectiveness + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher appraisal; Lehrerbeurteilung; Beobachtung; Messdaten; Handicap; Behinderung; Labour market; Arbeitsmarkt; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	There is currently little consensus on how special education teachers should be evaluated. The lack of consensus may be due to several reasons. Special education teachers work under a variety of complex conditions, with a very heterogeneous population, and support student progress toward a very individualized set of goals. In addition, special education is marked by historical rates of attrition, with a lack of highly qualified teachers entering the field, and a number of special education teachers completing alternate certification programs, leading to a combined effect that impacts overall professional quality. In this article, we first review the challenges associated with evaluating special education teachers, describe and analyze current approaches, and present a conceptual framework for an approach to special education teacher evaluation. We then provide an overview of the Recognizing Effective Special Education Teachers (RESET) tool as a possible alternative to measure special education teacher effectiveness. Given the current zeitgeist of teacher evaluation systems that fail to address the unique circumstances related to special education teachers, it is hoped that the information in this article will contribute to the small but growing body of research on special education teacher evaluation and effectiveness. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10