Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Change Leadership Plan

<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>

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 Administration and Supervision
• Educational Leadership

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/98

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1109