Current emphasis on teacher effectiveness in educational policy poses a challenge for the evaluation of special education teachers and English language learner (ELL) specialists. Most evaluation systems focus on student achievement and teacher practice; however, few systems have the capacity to differentiate among specialty area educators, consider the special skills and evidence-based instructional methods for students with disabilities and ELLs, address the challenges in accurately measuring achievement growth for their students, and connect that growth to teacher effects. Questions arise as to how these interdependent elements may vary for at-risk populations and how evaluation systems should best reflect this variation. The purpose of this TQ Research & Policy Brief is to inform discussion of these issues.
Croft, A., Goe, L., Holdheide, L.R., & Reschly, D.J. (2010, July). "Challenges in Evaluating Special Education Teachers and English Language Learner Specialists." National Comprehensive Center for Teacher Quality. Retrieved August 2, 2010 from: http://www.tqsource.org/publications/July2010Brief.pdf