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

Principle 3: Reflective Teaching Using Evidence-Based Strategies

Principle 3: Reflective Teaching Using Evidence-Based Strategies

Many feel evaluations often focus on easy-to-observe practices such as classroom management and whether students are on task rather than looking for substantial evidence to address that all students can master the actual learning goals and objectives.

Ms. C. Hentz, Academic Data Coach


This chapter focuses on Principle 3: reflective teaching using evidence-based strategies. Principles 1 and 2 outline the types of knowledge and dispositions teachers must have to help English learners (ELs) and students with disabilities succeed; they also describe what a well-organized and welcoming environment looks like, a place where different learners with varied strengths and backgrounds can work together. In addition to these areas of teaching ELs and students with ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles