This paper examines the need to add indicators to the current teacher evaluation system that are specific to English Language Learners (ELLs). Florida teacher evaluation protocols do not specify ELL-specific instructional strategies. This study explores perceptions of ELL teachers and school administrators on the fairness of current evaluative practices for ELL teachers. I considered research that supported the need for differentiated instruction for ELLs. I used the diagnostic framework by Wagner et al. (2006) to identify “arenas” of change: culture, context, conditions, and competencies. I used these arenas to present the existing situation in a school district. I then presented how the district would be after implementing suggested changes. I designed a set of action steps to address anticipated challenges.
","abstract_html":"<p>This paper examines the need to add indicators to the current teacher evaluation system that are specific to English Language Learners (ELLs). Florida teacher evaluation protocols do not specify ELL-specific instructional strategies. This study explores perceptions of ELL teachers and school administrators on the fairness of current evaluative practices for ELL teachers. I considered research that supported the need for differentiated instruction for ELLs. I used the diagnostic framework by Wagner et al. (2006) to identify “arenas” of change: culture, context, conditions, and competencies. I used these arenas to present the existing situation in a school district. I then presented how the district would be after implementing suggested changes. I designed a set of action steps to address anticipated challenges.</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 Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/98","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 Administration and Supervision","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/98"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper examines the need to add indicators to the current teacher evaluation system that are specific to English Language Learners (ELLs). Florida teacher evaluation protocols do not specify ELL-specific instructional strategies. This study explores perceptions of ELL teachers and school administrators on the fairness of current evaluative practices for ELL teachers. I considered research that supported the need for differentiated instruction for ELLs. I used the diagnostic framework by Wagner et al. (2006) to identify “arenas” of change: culture, context, conditions, and competencies. I used these arenas to present the existing situation in a school district. I then presented how the district would be after implementing suggested changes. I designed a set of action steps to address anticipated challenges.
"]},{"key":"dc:title","label":"Title","values":["Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Change Leadership Plan"]}]}],"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":["This paper examines the need to add indicators to the current teacher evaluation system that are specific to English Language Learners (ELLs). Florida teacher evaluation protocols do not specify ELL-specific instructional strategies. This study explores perceptions of ELL teachers and school administrators on the fairness of current evaluative practices for ELL teachers. I considered research that supported the need for differentiated instruction for ELLs. I used the diagnostic framework by Wagner et al. (2006) to identify “arenas” of change: culture, context, conditions, and competencies. I used these arenas to present the existing situation in a school district. I then presented how the district would be after implementing suggested changes. I designed a set of action steps to address anticipated challenges.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/98"],"dc:subject":["Teacher Evaluation","English Language Learners","Differentiated Protocols","Mainstream Classes","Education","Educational Administration and Supervision","Educational Leadership"],"dc:title":["Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Change Leadership Plan"],"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"}