Abstract
Current emphasis on teacher effectiveness in educational policy poses a challenge for the evaluation of special education teachers and English language learner (ELL) specialists. Most evaluation systems focus on student achievement and teacher practice; however, few systems have the capacity to differentiate among specialty area educators, address the challenges in accurately measuring achievement growth for their students, and connect that growth to teacher effects. Questions arise as to how these interdependent foci may vary for at-risk populations and how evaluation systems should best reflect this variation. The purpose of this Research & Policy Brief is to inform discussion of these issues. (Contains 4 figures and 6 tables.)
Topics
Teacher Evaluation and Effectiveness
Federal Policy
English Learners with Special Needs
English Learners
English Learners