Alternate Assessments as One Measure of Teacher Effectiveness

Abstract

Elementary and Secondary Education Act (ESEA) flexibility requires states to develop and implement teacher effectiveness measures that consider student assessment results, including assessment results for students with disabilities participating in general and alternate assessments. We describe how alternate assessment results for students with significant cognitive disabilities could appropriately be used in teacher effectiveness measures. In addition, we discuss the unique parameters faced by teachers serving students with significant cognitive disabilities that may warrant a multiple measures approach to evaluating teacher effectiveness. Using one of the two national initiatives presently developing alternate assessments based on the Common Core State Standards as an example, we describe how these new assessments might be applied in measuring teacher effectiveness. Finally, we offer implications for both policy makers and practitioners in measuring teacher effectiveness for teachers serving students with significant cognitive disabilities participating in alternate assessments.

Achievement Monitoring Technology Of Mentally Retarded Schoolchildren On The Touch Screen

“…A number of foreign studies of recent years have been devoted to the problems of educational and administrative monitoring of educational achievements of students with cognitive disorders (Farley et al, 2016;Hill & Lemons, 2015;Jones et al, 2018;Kearns et al, 2015). "Formative assessment" technologies are used for applying in current educational process in order to identify the zone of "proximal development", to monitor the progress of students for short periods and to promptly adjust programs for working with them.…”

Establishing Content Validity of the Quality Indicators for Classrooms Serving Students With Autism Spectrum Disorders Instrument

“…As teacher evaluation systems emerged, the field of special education responded with attention focused on the appropriateness of alternative measures including value-added approaches for determining the effectiveness of special education teachers (Buzick & Jones, 2015; Kearns, Kleinert, Thurlow, Gong, & Quenemoen, 2015; Johnson & Semmelroth, 2014a; Jones & Brownell, 2014; Woolf, 2015). The Council for Exceptional Children (CEC, 2012) released its Position on Special Education Teacher Evaluation which identified five major components of an effective teacher evaluation system for special educators.…”

“…States and LEAs are provided the opportunity to restructure teacher evaluation systems and to develop more individualized special education teacher evaluations. Researchers have delineated the challenges associated with special education teacher evaluation (Buzick & Jones, 2015; CEC, 2012; Kearns et al, 2015; Johnson & Semmelroth, 2014b; Jones & Brownell, 2014; Woolf, 2015). Some states have recognized the need for teacher evaluation systems that incorporate individualized approaches.…”

“…Clearly, one of the most critical issues facing the field of special education is the identification of methods to evaluate special education teachers in fair and valid ways, leading to increased special educator retention and ultimately better outcomes for students with disabilities (Kearns et al, 2015). According to Johnson and Semmelroth (2014b), Through the implementation of a teacher evaluation system that both informs and evaluates special education teachers based on their effective use of evidence-based instructional practices, practitioners will be provided ongoing opportunities to maintain relevancy, practicality, and applicability of their work.…”

Common Core State Standards and Students with Severe Disabilities: An Introduction to the Special Issue

“…For example, Ryndak and colleagues (2014) contend, "teachers might not understand what can be gained from involvement in the general curriculum or how involvement can be achieved" (p. 69). In addition, Kearns, Kleinert, Thurlow, Gong, and Quenemoen (2015) assert that teachers need professional development if student results from CCSS alternate assessments are to be used as part of teacher effectiveness evaluations. Thus, the necessity to understand and implement policy consistently should not be discounted.…”