Special Education Professional Standards: How Important Are They in the Context of Teacher Performance Evaluation?

Autor/in	Woolf, Sara B.
Titel	Special Education Professional Standards: How Important Are They in the Context of Teacher Performance Evaluation?
Quelle	In: Teacher Education and Special Education, 38 (2015) 4, S.276-290 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406414557284
Schlagwörter	Special Education; Academic Standards; Teacher Effectiveness; Teacher Evaluation; Benchmarking; Special Education Teachers; Skill Analysis; Teaching Skills; Stakeholders; Value Judgment; Rating Scales; Teacher Attitudes; Administrator Attitudes; Teacher Educators; Online Surveys; Multivariate Analysis + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Werturteil; Rating-Skala; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Multivariate Analyse
Abstract	Teacher performance evaluation represents a high stakes issue as evidenced by its pivotal emphasis in national and local education reform initiatives and federal policy levers. National, state, and local education leaders continue to experience unprecedented pressure to adopt standardized benchmarks to reflect and link student achievement data to formal teacher performance evaluations. No teacher performance evaluation measures have been developed for use with special education teachers or the settings in which they teach. Dedicated focus is needed to ensure that adopted evaluation measures are sensitive to the specific expertise reflected in the practices of specialty teachers and valid for use. This study explored whether special education stakeholders perceived skills subsumed within nationally endorsed professional special education standards to be important for special education teachers' effectiveness. Findings are presented in terms of next steps to inform the development of a meaningful measure of special education teacher professional performance and implications for future research. (As Provided).
Anmerkungen	SAGE Publications. 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	2020/1/01