THE EFFECTIVENESS OF SPECIAL EDUCATION TEACHER EVALUATION PROCESSES: PERSPECTIVES FROM ELEMENTARY PRINCIPALS.
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| Title: | THE EFFECTIVENESS OF SPECIAL EDUCATION TEACHER EVALUATION PROCESSES: PERSPECTIVES FROM ELEMENTARY PRINCIPALS. |
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| Authors: | Glowacki, Heather1, Hackmann, Donald G.2 |
| Source: | Planning & Changing. 2016, Vol. 47 Issue 3/4, p191-209. 19p. |
| Subject Terms: | *Teacher evaluation, *Special education, *Educational evaluation, *Education, *Teachers |
| Abstract: | This study examined perceptions of Illinois public elementary school principals regarding the effectiveness of their school districts 'evaluation systems for special education teachers in promoting professional development and job performance accountability. Using an online questionnaire, 330 of the state's 1,551 elementary principals responded to items related to their special education backgrounds and self-assessments of their ability to evaluate general and special education teachers. Respondents reported their districts' evaluation systems were somewhat effective in evaluating general and special education teachers. Principals holding special education certification were significantly more likely to report proficiency with providing feedback to special education teachers in the seven key areas of responsibility identified by the Council for Exceptional Children. [ABSTRACT FROM AUTHOR] |
| Copyright of Planning & Changing is the property of Planning & Changing and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 123507954 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: THE EFFECTIVENESS OF SPECIAL EDUCATION TEACHER EVALUATION PROCESSES: PERSPECTIVES FROM ELEMENTARY PRINCIPALS. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Glowacki%2C+Heather%22">Glowacki, Heather</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hackmann%2C+Donald+G%2E%22">Hackmann, Donald G.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Planning+%26+Changing%22">Planning & Changing</searchLink>. 2016, Vol. 47 Issue 3/4, p191-209. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+evaluation%22">Teacher evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examined perceptions of Illinois public elementary school principals regarding the effectiveness of their school districts 'evaluation systems for special education teachers in promoting professional development and job performance accountability. Using an online questionnaire, 330 of the state's 1,551 elementary principals responded to items related to their special education backgrounds and self-assessments of their ability to evaluate general and special education teachers. Respondents reported their districts' evaluation systems were somewhat effective in evaluating general and special education teachers. Principals holding special education certification were significantly more likely to report proficiency with providing feedback to special education teachers in the seven key areas of responsibility identified by the Council for Exceptional Children. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Planning & Changing is the property of Planning & Changing and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=123507954 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 191 Subjects: – SubjectFull: Teacher evaluation Type: general – SubjectFull: Special education Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Education Type: general – SubjectFull: Teachers Type: general Titles: – TitleFull: THE EFFECTIVENESS OF SPECIAL EDUCATION TEACHER EVALUATION PROCESSES: PERSPECTIVES FROM ELEMENTARY PRINCIPALS. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Glowacki, Heather – PersonEntity: Name: NameFull: Hackmann, Donald G. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 00320684 Numbering: – Type: volume Value: 47 – Type: issue Value: 3/4 Titles: – TitleFull: Planning & Changing Type: main |
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