Consolidated Special Education Performance Report for ...
Author :
Publisher :
Page : 146 pages
File Size : 42,34 MB
Release : 1994
Category : Children with disabilities
ISBN :
Author :
Publisher :
Page : 146 pages
File Size : 42,34 MB
Release : 1994
Category : Children with disabilities
ISBN :
Author : University of the State of New York
Publisher :
Page : pages
File Size : 24,69 MB
Release : 1995
Category : Children with disabilities
ISBN :
Author :
Publisher :
Page : 48 pages
File Size : 23,55 MB
Release : 1992
Category : Children with disabilities
ISBN :
Author : University of the State of New York
Publisher :
Page : pages
File Size : 38,46 MB
Release : 1996
Category : Children with disabilities
ISBN :
Author : Illinois State Board of Education (1973- )
Publisher :
Page : 44 pages
File Size : 18,66 MB
Release : 2004
Category : Special education
ISBN :
Provides background information on the status of special education in Illinois, including charts describing how many students are being served; the disabilities categories in which they are identified; and their race or ethnicity. Information is also provided concerning special education expenditures and conflict resolution.
Author :
Publisher :
Page : 836 pages
File Size : 23,43 MB
Release : 2001
Category : Education
ISBN :
Author :
Publisher :
Page : 258 pages
File Size : 29,60 MB
Release : 1995
Category : People with disabilities
ISBN :
Author :
Publisher : Government Printing Office
Page : 1366 pages
File Size : 36,68 MB
Release :
Category :
ISBN : 9780160831508
Author : United States Government Accountability Office
Publisher : DIANE Publishing
Page : 37 pages
File Size : 16,30 MB
Release : 2005
Category :
ISBN : 1428932798
Author : Diane Staehr Fenner
Publisher : Corwin Press
Page : 312 pages
File Size : 10,27 MB
Release : 2015-03-04
Category : Education
ISBN : 1483394190
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