You are here

Evaluating ALL Teachers of English Learners and Students With Disabilities
Share

Evaluating ALL Teachers of English Learners and Students With Disabilities
Supporting Great Teaching

Foreword by Melanie Hobbs and Giselle Lundy-Ponce



© 2015 | 272 pages | Corwin

Teacher evaluation can be a valuable tool for evaluators and teachers alike. But it should never be used in a “one-size-fits-all” manner, especially when evaluating all teachers who work with the nation’s growing numbers of English learners (ELs) and students with disabilities.

Just as these diverse students’ needs require nuanced teaching methods, the evaluations of all teachers who work with these students require unique considerations. Such considerations are precisely what you’ll learn in this comprehensive, action-oriented book. Drawing on a focused array of authoritative research on supporting the success of ELs and students with disabilities, case studies, and action plans, the authors detail

  • Four principles for inclusive teacher evaluation of diverse learners that are compatible with the Danielson and Marzano frameworks
  • Sample specialized “look-fors” that evaluators can use and adapt to recognize effective teaching of ELs and students with disabilities
  • Strategies for coaching teachers of ELs and students with disabilities who need more support reaching these learners

Teaching ELs and students with disabilities can be one of the most challenging experiences in an educator’s career, and also one of the most rewarding if educators have the tools they need. With this book, the first of its kind, your school can become a leader in the field by taking part in conversations that center on equitable teaching of diverse learners as well as valid evaluation of those who serve them in classrooms.

“Staehr Fenner, Kozik, and Cooper provide a framework for rich instructional conversations that moves teacher evaluation from the blame game to a collaborative and informative process that empowers teaching effectiveness and student learning.”
Spencer Salend, Emeritus Professor of Educational Studies
State University of New York at New Paltz


“In this book, the authors successfully outline an objective assessment framework that builds educators’ individual and collective capacity to improve their practice, not only with ELs but with all their students. A must-read for teachers and evaluators alike.”
Rosa Aronson, Executive Director
TESOL International Association

 
Foreword by Melanie Hobbs and Giselle Lundy-Ponce
 
Acknowledgments
 
About the Authors
 
Introduction
 
1. Need for an Inclusive Teacher Evaluation Framework
 
2. Foundations of Education of English Learners
 
3. Foundations of Education of Students With Disabilities
 
4. Principle 1: Committing to Equal Access for All Learners
 
5. Principle 2: Preparing to Support Diverse Learners
 
6. Principle 3: Reflective Teaching Using Evidence-Based Strategies
 
7. Principle 4: Building a Culture of Collaboration and Community
 
8. Empowering Educators Through Coaching
 
References
 
Index

"This book is a must read for today’s teachers and administrators. By viewing diverse students and their educators as assets, identifying research-based strategies, and offering practical examples, Staehr Fenner, Kozik, and Cooper provide a framework for rich instructional conversations that moves teacher evaluation from the blame game, that beats educators down, to a collaborative and informative process that empowers teaching effectiveness and student learning."

Spencer Salend, Emeritus Professor of Educational Studies
State University of New York at New Palz

"Teacher evaluation is perhaps the last vestige of segregated education; a situation that can only be remedied by thoughtful proposals for authentic change.  In this ground-breaking text, Staehr Fenner, Kozik and Cooper move the field forward by providing a theory and research based framework for preparing, evaluating and supporting teachers to effectively educate all students, including English language learners and students with disabilities. Rather than retrofitting typically used evaluation tools, the proposed framework embraces UDL by considering the principles and practices associated with effective inclusive schooling from the outset.  Teachers, administrators, and teacher educators can easily use this framework to tailor their own processes for promoting professional development and teacher effectiveness."

Leslie C. Soodak, Professor of Education
Pace University

"Educating the growing number of English Learners in Pre-K - 12 educational settings can no longer be the sole responsibility of ESL and bilingual experts.  All teachers and administrators must build new competencies in order to reach this diverse group of students and develop their full potential.  In this context, what constitutes a fair and effective teacher evaluation system? In this book, the authors successfully outline an objective assessment framework that builds educators' individual and collective capacity to improve their practice not only with ELs but with all their students. A must read for teachers and evaluators alike."

Rosa Aronson, Executive Director
TESOL International Association

"When teacher evaluations became part of our school accountability system I wondered how effective teaching of students with disabilities would be addressed. This book provides the answer! I am particularly impressed with how reflective practice is embedded within the process described in this book. It’s a must-have for any teacher evaluator who wants to assess how teachers are teaching all students well within an inclusive classroom."

Cheryl M. Jorgensen Ph.D., Educational Consulting
Inclusive Education Consultant

"Drs. Staehr Fenner, Kozik, and Cooper have started an essential conversation. Schools serve increasingly diverse populations and in order to do that well, all aspects of the school culture must support inclusive practices. Teacher evaluation should include attention to the needs of ALL students and support evaluators to create an atmosphere of cohesiveness among general and special education teachers as they work together to improve learning outcomes for all students. I would recommend this text to anyone who evaluates teachers, the practical scenarios and look-fors will help evaluators think about how to best structure pre- and post-observations, as well as providing helpful guidelines for consideration during observations. There is great urgency to ensure that teacher evaluation doesn’t move forward without inclusive attention to the needs of ALL students and the practices their teachers employ."

Jessica A. McCord, PhD, Educational Consultant
Keystone Assessment
Key features
(1) The first guide to teacher evaluation that is explictly designed for the full inclusion of all learners, this invaluable resource will ultimately increase quality access to the general education curriculum for English Learners and for students with disabilities.

(2) Can be used in conjunction with any existing commerically and/or publically-available teacher evaluation rubrics.

(3) Includes chapters that are explicitly keyed to Charlotte Danielsons four Domains of Teaching.

(4) Detailed case studies provide scenarios for pre and post observation conversations as well as descriptions of classroom environments, events, and activities, and teaching examine evidence-based practice for reaching and teaching all learners.

Sample Materials & Chapters

Introduction

Chapter 1


Preview this book

Purchasing options

Volume Discounts Available

contact corwin

Please select a format:

ISBN: 9781483358574

For instructors

This book is not available as a review copy. For more information contact your local sales representative.