Is it important to include teachers of students with disabilities, English learners (ELs), or ELs with disabilities in educator evaluation systems?
Yes. If an educator evaluation system is implemented, it is important to ensure that all educators are included in the system. By doing so, all of those responsible for the education of these students will be held accountable for their learning. Including all educators may necessitate the allocation of student results to different teachers. For example, a student with disabilities may spend only a few hours with a special educator, and nearly all of the school day with the general education teacher. Similarly, ELs may receive English language development support within the general education classroom. In such cases, decisions need to be made about whether the assignment of the student’s scores is divided proportionately among teachers, or whether all teachers receive the student’s score.
Are Student Learning Objectives (SLOs) an appropriate way to include the results of students with disabilities, ELLs, and ELLs with disabilities in educator evaluation systems?
Student Learning Objectives are often used in educator evaluation systems. Educators define the objectives for students, and then data are used to judge whether the objectives were met. If SLOs are used for other students in a given content area, then their use for students with disabilities, ELLs, and ELLs with disabilities is appropriate. Serious questions must be asked if SLOs are used only to evaluate teachers’ work with some groups of students, and other approaches are used for other students.
NCEO is supported primarily through a Cooperative Agreement (#H326G160001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Additional support for targeted projects, including those on English learners, is provided by other federal and state agencies, and other educational organizations. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed on this website do not necessarily reflect those of the U.S. Department of Education or Offices within it.