Multilingual Learner Books Multilingual Learner Books

Evaluating all Teachers of ELs and Students with Disabilities

By Diane Staehr Fenner

$36.25 | Paperback

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, 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.

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Chapters About the Author Product Details

Chapter 1 - Need for an Inclusive Teacher Evaluation Framework

Chapter 2 - Foundations of Education of English Learners

Chapter 3 - Foundations of Education of Students with Disabilities

Chapter 4 -Principle 1: Committing to Equal Access for All Learners

Chapter 5 - Principle 2: Preparing to Support Diverse Learners

Chapter 6 - Principle 3: Reflective Teaching Using Evidence-Based Strategies

Chapter 7 - Principle 4: Building a Culture of Collaboration and Community

Chapter 8 - Empowering Educators Through Coaching

Diane Staehr Fenner, PhD, president and founder of SupportEd, established the company in 2011 as a way to serve educators who work to help multilingual learners (MLs) realize their full potential. Dr. Staehr Fenner is an author of six educational learning books. She is a frequent keynote presenter on ML education at conferences across North America. She spent a decade as an ESOL teacher, dual language assessment teacher, and ESOL assessment specialist in Fairfax County Public Schools, VA and taught English in Mexico and Germany. She earned her Ph.D. in Multilingual/Multicultural Education with an emphasis in Literacy at George Mason University. She earned her MAT in TESOL at the School for International Training and her Masters in German at Penn State University. She lives in Fairfax, VA with her husband and three school-age kids who learned math and science through Spanish in their public elementary school. Dr. Staehr Fenner grew up on a dairy farm in New York State’s Finger Lakes region and is a first-generation college graduate.

ISBN: 9781483358574

Release Date: March 2015

Page Count: 272

Publisher: Corwin

Format: Paperback

Language: English

Reviews Reviews

"This book is a must read for today’s teachers and administrators. By viewing diverse students and their educators as assets, identifying research-based strategies, and offering practical examples, Staehr Fenner, Kozik, and Cooper provide a framework for rich instructional conversations that moves teacher evaluation from the blame game, that beats educators down, 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 Palz
"Teacher evaluation is perhaps the last vestige of segregated education; a situation that can only be remedied by thoughtful proposals for authentic change. In this ground-breaking text, Staehr Fenner, Kozik and Cooper move the field forward by providing a theory and research based framework for preparing, evaluating and supporting teachers to effectively educate all students, including English language learners and students with disabilities. Rather than retrofitting typically used evaluation tools, the proposed framework embraces UDL by considering the principlesand practices associated with effective inclusive schooling from the outset. Teachers, administrators, and teacher educators can easily use this framework to tailor their own processes for promoting professional development and teacher effectiveness."
Leslie C. Soodak Professor of Education Pace University
"Educating the growing number of English Learners in Pre-K -12 educational settings can no longer be the sole responsibility of ESL and bilingual experts. All teachers and administrators must buildnew competencies in order to reach this diverse group of students and develop their full potential. In this context, what constitutes a fair and effective teacher evaluation system? 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
"When teacher evaluations became part of our school accountability system I wondered how effective teaching of students with disabilities would be addressed. This book provides the answer! I am particularly impressed with how reflective practice is embedded within the process described in this book. It’s a must-have for any teacher evaluator who wants to assess how teachers are teaching all students well within an inclusive classroom."
Cheryl M. Jorgensen PhD Educational Consulting Inclusive Education Consultant
"Drs. Staehr Fenner, Kozik, and Cooper have started an essential conversation. Schools serve increasingly diverse populations and in order to do that well, all aspects of the school culture must support inclusive practices. Teacher evaluation should include attention to the needs of ALL students and support evaluators to create an atmosphere of cohesiveness among general and special education teachers as they work together to improve learning outcomes for all students. I would recommend this textto anyone who evaluates teachers, the practical scenarios and look-fors will help evaluators think about how to best structure pre-and post-observations, as well as providing helpful guidelines for consideration during observations. There is great urgency to ensure that teacher evaluation doesn’t move forward without inclusive attention to the needs of ALL students and the practices their teachers employ."
Jessica A. McCord, PhD Educational Consultant Keystone Assessment
"This book is an invaluable resource that addresses a critical, national issue facing teacher evaluation systems as teachers and their evaluators grapple with determining how the standards of teaching practice –what teachers should know and be able to do –apply to general educationclassrooms with English Language and student with disabilities. The authors’ four fundamental principles undergird a thoughtful, informative process supported by research, practitioner’s voices, and common sense strategies to assess and enhance teacher effectiveness. This book provides a real service to teachers and evaluators by making the complexities of teacher evaluation a meaningful experience with profound benefit, not only for educators, but all students and the schools in which they are enrolled. "
Lawrence T. Waite Director of Educational Services NYUST
"This book is an essential tool for teachers, administrators, and parents who strive to level the playing field by providing every child with an equal opportunity to learn. The authors have addressed the important topics of what teachers need to know to create a positive learning environment for all students, including English learners and those with special needs. It includes evidence-based effective practices that evaluators should look for in inclusive classrooms and professional development ideas to develop a community of learners. Teacher evaluation with diverse populations in our 21st century classrooms is challenging. Diane Staehr Fenner, Peter Kozik, and Ayanna Cooper have created a compendium of resources that many will find helpful."
Dolores Burton Author The Burton Group
"Fenner, Kozik, and Cooper have hit the mark! Educators, administrators, and evaluators now have a valuable resource to assist them as they navigate the world of teacher evaluation. Clearly, these authors have their fingers on the pulse of today’s schools, excellently articulating the issues and challenges associated with educating diverse learners. They describe the conditions necessary for English learners and students with disabilities to meet with success while also articulating the factors that lead to an educators’ success. Their chapters dedicated to the four principles of inclusive teacher evaluation provide the reader with a deeper understanding of the supporting research as well as practical strategies for implementation. The case examples, in addition to the tables, graphics, and sample documents are valuable in that readers can immediately replicate these strategies. Also, the quotations throughout the bookillustrate the practicality of the material. I look forward to using this book in several of my teacher preparation courses as well with educators who are very much in need of guidance on this important issue."
Kathleen M. Feeley Associate Professor Long Island University
"This book is not just for evaluators! It is for every educator who seeks guidance on improving learning for English learners and students with disabilities within inclusive classrooms. It offers a clear, detailed, research-based portrait of what these diverse learners need to thrive academically. Too few school leaders or teachers have the “look-fors” in sufficient detail to affect change. This is why program improvement, for too many schools and classrooms, remains elusive and seemingly unattainable. Refining our practices for meeting the needs of these diverse learners within general education is one of the most crucial issues our schools face today. I found the authors’ recommendations for reflective teaching, schoolwide collaboration, coaching, parent engagement, and community building particularly valuable. A much needed yardstick for measuring program effectiveness schoolwide with English learners and students with disabilities."
Timothy J. Boals, PhD Wisconsin Center for Education Research
"This book is a must read for today’s teachers and administrators. By viewing diverse students and their educators as assets, identifying research-based strategies, and offering practical examples, Staehr Fenner, Kozik, and Cooper provide a framework for rich instructional conversations that moves teacher evaluation from the blame game, that beats educators down, 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 Palz

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