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.
","abstract_html":"<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>","abstract_has_math":false,"creators":["Martinez, Nancy"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Daniel C. Buckman","James L. Schott","Dale E. Moxley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-01T08:00:00Z","date_published":"2014-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["Teacher Evaluation","English Language Learners","Differentiated Protocols","Mainstream Classes","Education","Educational Leadership","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/102","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Daniel C. Buckman","James L. Schott","Dale E. Moxley"]},{"key":"dc:creator","label":"Author","values":["Martinez, Nancy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-03-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher Evaluation","English Language Learners","Differentiated Protocols","Mainstream Classes","Education","Educational Leadership","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/102"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Policy Advocacy Document"]}]}],"canonical_facts":{"dc:contributor":["Daniel C. Buckman","James L. Schott","Dale E. Moxley"],"dc:creator":["Martinez, Nancy"],"dc:date.available":["2015-03-19T07:00:00Z"],"dc:description.abstract":["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.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/102"],"dc:subject":["Teacher Evaluation","English Language Learners","Differentiated Protocols","Mainstream Classes","Education","Educational Leadership","Teacher Education and Professional Development"],"dc:title":["Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Policy Advocacy Document"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:25Z"}