Teaching Diverse Learners: An AFT Project
As more teacher evaluation systems get underway, educators, school districts, and state departments of education will need more guidance and recommendations on what teachers and evaluators should be aware of when it comes to special populations.
The AFT, along with their affiliates and researchers, have developed resources to help school systems succeed in educating all students.
Written specifically for school practitioners (teachers, administrators, and evaluators), but appropriate for all community members, The Evaluation of Educators in Effective Schools and Classrooms for All Learners outlines the conditions necessary for all students to be successful learners in general education classrooms.The document focuses on interrelated principles, which can help administrators, teachers and staff facilitate implementation of effective practices in schools and classrooms in the service of all learners.
TEACHING STANDARDS CONSIDERATIONS
An ELL-SWD Working Group Committee from the i3 project in New York and Rhode Island developed considerations along with the state rubrics to help provide a positive learning environment that capitalizes on linguistic, social, cultural, and intellectual diversity in the student body in all aspects of language and content acquisition. The considerations to the rubrics outline the conditions necessary for ELLs and SWDs to be successful learners in general education classrooms, and the supports mainstream teachers must have access to, to be successful.
- New York State Teaching Standards with ELL-SWD Considerations
- Rhode Island State Teaching Standards with ELL-SWD Considerations
This outline includes the components of the training on the considerations that need to be taken into account when evaluating teachers with ELLs and SWDs in their general education classrooms. It cross-references/cross-walks the corresponding considerations from the NY and RI teaching standards rubrics.
Visit the Connecting the Dots 2.0 conference materials page for materials from a session on how to include students with disabilities and English language learners in the teacher evaluation process.