Date of Award
Fall 10-25-2018
Degree Type
Dissertation
Degree Name
EdD Education Leadership, Management and Policy
Department
Education Leadership, Management and Policy
Advisor
Daniel Gutmore, Ph.D
Committee Member
Elaine M. Walker, Ph.D
Committee Member
Kathleen Casey, Ph.D
Committee Member
Michelle Mcswain, J.D
Keywords
Teacher Assessment, Special Education Teacher assessment, Assessing Diverse Learner Teachers
Abstract
This qualitative case study examined the insights, thoughts, and perspectives that administrators in Chicago Public Schools experienced when implementing the district’s new Special Education Addendum. A strong emphasis was placed on the perceptions, feelings, and thoughts that principals and assistant principals employed when utilizing the addendum to evaluate teachers. Teacher evaluation is an essential component of teacher practice, providing a common language, expectations, and standards to improve teachers’ practice (Danielson & McGreal, 2000). This research provides narrative accounts that policymakers, politicians, and district supervisors can use to consult with principals as conversation starters to improve special education teachers' practice and special education students' achievement.
Recommended Citation
Rucker, Aaron, "Chicago Public School Administrators' Experiences Implementing the Special Education Addendum" (2018). Seton Hall University Dissertations and Theses (ETDs). 2618.
https://scholarship.shu.edu/dissertations/2618
Included in
Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons
