View Content #11543
| Contentid | 11543 |
|---|---|
| Content Type | 1 |
| Title | Research and Policy Brief: Challenges in Evaluating Special Education Teachers and English Language Learner Specialists |
| Body | National Comprehensive Center for Teacher Quality announces new research and policy brief: Challenges in Evaluating Special Education Teachers and English Language Learner Specialists July, 2010 Most teacher evaluation systems focus on student achievement and teacher practice; however, few systems have the capacity to differentiate among specialty-area educators, address the challenges in accurately measuring achievement growth for their students, and connect that growth to teacher effects. Questions arise as to how these interdependent foci may vary for at-risk populations and how evaluation systems should best reflect this variation. These are questions that the TQ Center set out to answer in the latest TQ Research & Policy Brief: Challenges in Evaluating Special Education Teachers and English Language Learner Specialists. The brief offers policy and practice recommendations for regions, states, and districts to help in their efforts to create valid, reliable, and comprehensive evaluation systems for all teachers as they work to improve the achievement of all students. The authors are Lynn R. Holdheide, Laura Goe, Ph.D., Andrew Croft, and Dan Reschly, Ph.D. To access the brief in pdf format: http://www.tqsource.org/publications/July2010Brief.pdf |
| Source | NCELA List |
| Inputdate | 2010-08-01 01:19:17 |
| Lastmodifieddate | 2010-08-01 01:19:17 |
| Expdate | Not set |
| Publishdate | 2010-08-02 00:00:00 |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
