Evaluating ALL Teachers of English Learners and Students With Disabilities
Corwin Press Inc (Verlag)
978-1-4833-5857-4 (ISBN)
Teacher evaluation can be a valuable tool for evaluators and teachers alike. But it should never be used in a "one-size-fits-all" manner, especially when evaluating all teachers who work with the nation’s growing numbers of English learners (ELs) and students with disabilities.
Just as these diverse students’ needs require nuanced teaching methods, the evaluations of all teachers who work with these students require unique considerations. Such considerations are precisely what you’ll learn in this comprehensive, action-oriented book. Drawing on a focused array of authoritative research on supporting the success of ELs and students with disabilities, case studies, and action plans, the authors detail
Four principles for inclusive teacher evaluation of diverse learners that are compatible with the Danielson and Marzano frameworks
Sample specialized "look-fors" that evaluators can use and adapt to recognize effective teaching of ELs and students with disabilities
Strategies for coaching teachers of ELs and students with disabilities who need more support reaching these learners
Teaching ELs and students with disabilities can be one of the most challenging experiences in an educator’s career, and also one of the most rewarding if educators have the tools they need. With this book, the first of its kind, your school can become a leader in the field by taking part in conversations that center on equitable teaching of diverse learners as well as valid evaluation of those who serve them in classrooms.
"Staehr Fenner, Kozik, and Cooper provide a framework for rich instructional conversations that moves teacher evaluation from the blame game to a collaborative and informative process that empowers teaching effectiveness and student learning."
—Spencer Salend, Emeritus Professor of Educational Studies
State University of New York at New Paltz
"In this book, the authors successfully outline an objective assessment framework that builds educators’ individual and collective capacity to improve their practice, not only with ELs but with all their students. A must-read for teachers and evaluators alike."
—Rosa Aronson, Executive Director
TESOL International Association
Diane Staehr Fenner, PhD, is the president of SupportEd (SupportEd.com), a woman-owned small business located in the Washington, DC, metro area that she founded in 2011. SupportEd is dedicated to empowering multilingual learners and their educators. Dr. Staehr Fenner leads her team to provide ML professional development, coaching, technical assistance, and curriculum and assessment support to school districts, states, organizations, and the U.S. Department of Education. Prior to forming SupportEd, Dr. Staehr Fenner was an English language development (ELD) teacher, dual language assessment teacher, and ELD assessment specialist in Fairfax County Public Schools, VA. She speaks German and Spanish and has taught in Berlin, Germany, and Veracruz, Mexico. Dr. Staehr Fenner grew up on a dairy farm in central New York and is a proud first- generation college graduate. She has written eight books on ML education (and counting), including coauthoring Culturally Responsive Teaching for Multilingual Learners: Tools for Equity and authoring Advocating for English Learners: A Guide for Educators. She is a frequent keynote speaker on ML education at conferences across North America. She earned her PhD in Multilingual/Multicultural Education at George Mason University and her MAT in TESOL at the School for International Training. You can connect with her by email at Diane@SupportEd.com or on Twitter at @DStaehrFenner. Ayanna Cooper, EdD, is a consultant, advocate for culturally and linguistically diverse learners, and is currently serving on the executive board of TESOL International Association. As owner of ACooper Consulting, her projects involve providing technical assistance internationally and to state departments of education, school districts, and nonprofit organizations. In addition to being an author, Dr. Cooper has contributed to a number of publications, such as the WIDA Essential Actions Handbook and Language Magazine. She also writes a monthly blog focused on the civil rights of English learners for TESOL International Association. As a plenary speaker and frequent conference presenter, she has had the opportunity to share her work across the United States and internationally. In addition to teaching English as a second language, she has held a number of positions throughout her career, such as English learner instructional coach, urban education teacher supervisor, Title III director, and bilingual program specialist. Dr. Cooper is a U.S. Department of State English Language Specialist alumna.
Foreword by Melanie Hobbs and Giselle Lundy-Ponce
Acknowledgments
About the Authors
Introduction
1. Need for an Inclusive Teacher Evaluation Framework
2. Foundations of Education of English Learners
3. Foundations of Education of Students With Disabilities
4. Principle 1: Committing to Equal Access for All Learners
5. Principle 2: Preparing to Support Diverse Learners
6. Principle 3: Reflective Teaching Using Evidence-Based Strategies
7. Principle 4: Building a Culture of Collaboration and Community
8. Empowering Educators Through Coaching
References
Index
| Verlagsort | Thousand Oaks |
|---|---|
| Sprache | englisch |
| Maße | 177 x 254 mm |
| Gewicht | 560 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik |
| ISBN-10 | 1-4833-5857-7 / 1483358577 |
| ISBN-13 | 978-1-4833-5857-4 / 9781483358574 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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