Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Change Leadership Plan

Author

Nancy Martinez, National-Louis UniversityFollow

Degree Date

12-2014

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Daniel C. Buckman

Second Advisor

James L. Schott

Third Advisor

Dale E. Moxley

Abstract

This paper examines the need to add indicators to the current teacher evaluation system that are specific to English Language Learners (ELLs). Florida teacher evaluation protocols do not specify ELL-specific instructional strategies. This study explores perceptions of ELL teachers and school administrators on the fairness of current evaluative practices for ELL teachers. I considered research that supported the need for differentiated instruction for ELLs. I used the diagnostic framework by Wagner et al. (2006) to identify “arenas” of change: culture, context, conditions, and competencies. I used these arenas to present the existing situation in a school district. I then presented how the district would be after implementing suggested changes. I designed a set of action steps to address anticipated challenges.

Recommended Citation

Martinez, Nancy, "Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Change Leadership Plan" (2014). Dissertations. 98.
https://digitalcommons.nl.edu/diss/98