Teacher Evaluation in Special Education: Approaches, Supporting Research, and Challenges Confronted

Autor/inn/en	Brownell, Mary T.; Jones, Nathan D.
Titel	Teacher Evaluation in Special Education: Approaches, Supporting Research, and Challenges Confronted
Quelle	In: Journal of Special Education Leadership, 28 (2015) 2, S.63-73 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Teacher Evaluation; Special Education Teachers; Evaluation Methods; Teacher Effectiveness; Value Added Models; Scores; Students with Disabilities; Classroom Observation Techniques; Individualized Education Programs; Teacher Collaboration; Regular and Special Education Relationship; Academic Achievement; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Lehrerkooperation; Schulleistung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Over a relatively short period of time, states and districts across the country have embraced reform surrounding teacher evaluation and compensation. Public concern over teacher evaluations, combined with federal initiatives designed to support teacher evaluation reform, led many states to adopt more comprehensive evaluation systems that draw on multiple sources of information. In special education, there is not a complement of research to inform teacher evaluation practices. States and districts across the nation are applying assessment approaches validated in general education to special education teachers with little research-based guidance (Holdheide, 2013), and they are doing so despite commentary from special education researchers that these practices may not be feasible or appropriate for special educators (Benedict, Thomas, Kimerling, & Leko, 2013; Johnson & Semmelroth, 2014; Jones, Buzick, & Turkan, 2013). The purpose of this paper is to explore the most well-researched and used evaluation methods and discuss implications of applying those methods in special education teacher evaluation. (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