Teacher Evaluation in an Urban Setting: A View from the Trenches

<p>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 <em>Planning and Preparation</em> and <em>Questioning</em>. 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.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Reading and Language

Year dc:date.available

2017

Author dc:creator

• Fadda-Ginski, Fabiola

Contributors dc:contributor

• Sophie Degener
• Shani Beth-Halachmy
• Donna Ogle

• Bilingual Education
• Teacher Evaluation
• Danielson Framework
• Urban Setting
• Bilingual, Multilingual, and Multicultural Education
• Education
• Educational Administration and Supervision

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/237

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1246