Teacher Evaluation in an Urban Setting: A View from the Trenches
This study utilizes a mixed-methods methodology to examine how a teacher evaluation system is influencing the instructional practices of bilingual teachers in a large urban district. An on-line survey was administered to examine the bilingual teachers’ perceptions of the evaluation system. A focus group of bilingual teachers was later conducted to further investigate the data gathered through the survey. The combined results of this study’s findings show that the bilingual teachers believe that the evaluation system is making a positive difference in improving their instructional practices, particularly in the areas of Planning and Preparation and Questioning. The study also revealed that there are some challenges associated with the evaluation system, namely its lack of specific reference to bilingual education and the need for more focused professional development in the areas of best teaching practices for English Language Learners, to help both bilingual teachers and administrators better serve this student population.
Bilingual Education, Teacher Evaluation, Danielson Framework, Urban Setting, Bilingual, Multilingual, and Multicultural Education, Education, Educational Administration and Supervision
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