ERIC Number: EJ1018937
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 69
Examining the Use of Classroom Observations in the Evaluation of Special Education Teachers
Jones, Nathan D.; Brownell, Mary T.
Assessment for Effective Intervention, v39 n2 p112-124 Mar 2014
A primary focus of recent educational policymaking has been on improving measures of teaching effectiveness, attributable in part to recent federal policies such as the Race to the Top initiative and Investing in Innovation. To date, neither researchers nor practitioners have arrived at a consensus on the best methods for evaluating special educators. While value-added scores are likely not suitable for the majority of special education teachers, observation systems appear to be more promising because they can be used across a variety of instructional settings and formats. To illustrate the steps that would be necessary to validate observation systems for use with special educators, we examine the observation system being most commonly used in school districts--Charlotte Danielson's Framework for Teaching (FFT). Drawing on empirical research, we propose a definition of effective special education teaching, and we then use this definition to frame our investigation into FFT. We conclude with a series of recommendations for research that would establish the validity of using FFT to evaluate special educators. We also describe how the challenges specific to FFT would generalize to other observation systems.
Descriptors: Special Education, Special Education Teachers, Teacher Evaluation, Observation, Instructional Effectiveness, Teacher Effectiveness, Federal Legislation, Educational Legislation, Validity, Reliability, Elementary Secondary Education, Evaluation Methods, Prediction
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: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Praxis Series