Teacher Education and Professional Development Commons^™

Determining The Difference Between Nebraska Administrators’ And Nebraska Secondary English Teachers’ Perception Of The Teacher Evaluation, Michael Scott Musil

Department of Educational Administration: Dissertations, Theses, and Student Research

The purpose of this study was to determine the difference between Nebraska administrators’ and Nebraska secondary English teachers’ perceptions of the teacher evaluation. The study explored teacher and administrator perceptions of the teacher-evaluation process as it relates to Nebraska secondary English teachers. Teachers and administrators from across the state of Nebraska had equal opportunity to participate in this study.

Both groups of teachers and administrators responded by Likert scale to 42 online statements arranged by theme about their experiences regarding the teacher-evaluation process. Participants aggregated themselves by geography, school size, gender, experience, and socioeconomic status of students. Quantitative data was …

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Susan Adams

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …