Date of Award
EdD Education Leadership, Management and Policy
Education Leadership, Management and Policy
Daniel Gutmore, Ph.D
Elaine M. Walker, Ph.D
Kathleen Casey, Ph.D
Michelle Mcswain, J.D
Teacher Assessment, Special Education Teacher assessment, Assessing Diverse Learner Teachers
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.
Rucker, Aaron, "Chicago Public School Administrators' Experiences Implementing the Special Education Addendum" (2018). Seton Hall University Dissertations and Theses (ETDs). 2618.