ERIC Number: EJ1078656
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
Reference Count: 52
Special Education Professional Standards: How Important Are They in the Context of Teacher Performance Evaluation?
Woolf, Sara B.
Teacher Education and Special Education, v38 n4 p276-290 Nov 2015
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Authoring Institution: N/A