Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Policy Advocacy Document

<p>The focus of this study is on teacher evaluation systems. I examine the various teacher evaluation system currently implemented in Florida. These teacher evaluation frameworks approved by the Race to the Top initiative use protocols that do not provide opportunities for differentiating instructional practices specific to English Language Learners. The results from this analysis in combination with the wealth of research available on instructional practices for ELLs suggest a need for a change. This paper supports the need for a revision of the current teacher evaluation frameworks to include differentiation of ELL-specific indicators in the current teacher evaluation system that would allow effective ELL teachers to be recognized and identify those who need professional development.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2014

Author dc:creator

• Martinez, Nancy

Contributors dc:contributor

• Daniel C. Buckman
• James L. Schott
• Dale E. Moxley

• Teacher Evaluation
• English Language Learners
• Differentiated Protocols
• Mainstream Classes
• Education
• Educational Leadership
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/102

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1105