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Articles 1 - 11 of 11
Full-Text Articles in Education
Developing Reading Instruction Observation Protocols For Special Education Teachers, Laura Ann Moylan
Developing Reading Instruction Observation Protocols For Special Education Teachers, Laura Ann Moylan
Boise State University Theses and Dissertations
Considerable resources have been invested in identifying effective reading instruction methods for students with disabilities. Unfortunately, students are not routinely receiving instruction aligned with these practices, impacting their ability to reach their potential. To improve reading instruction, teachers need to receive observation feedback and evaluations reflecting instructional practices shown to be effective. One way to ensure teachers are provided with feedback consistent with evidence based reading instruction is to develop observation protocols aligned to these practices. This dissertation addresses this problem with three distinct, yet interconnected, articles detailing the development of reading instruction observation protocols designed to provide accurate teacher …
Validity Of A Special Education Teacher Observation System, Evelyn S. Johnson, Angela Crawford, Laura A. Moylan, Yuzhu Zheng
Validity Of A Special Education Teacher Observation System, Evelyn S. Johnson, Angela Crawford, Laura A. Moylan, Yuzhu Zheng
Early and Special Education Faculty Publications and Presentations
This manuscript describes the comprehensive validation work undertaken to develop the Recognizing Effective Special Education Teachers (RESET) observation system, which was designed to provide evaluations of special education teachers’ ability to effectively implement evidence-based practices and to provide specific, actionable feedback to teachers on how to improve instruction. Following the guidance for developing effective educator evaluation systems, we employed the Evidence-Centered Design framework, articulated the claims and inferences to be made with RESET, and conducted a series of studies to collect evidence to evaluate its validity. Our efforts and results to date are described, and implications for practice and further …
Variance And Reliability In Special Educator Observation Rubrics, Angela R. Crawford, Evelyn S. Johnson, Laura A. Moylan, Yuzhu Zheng
Variance And Reliability In Special Educator Observation Rubrics, Angela R. Crawford, Evelyn S. Johnson, Laura A. Moylan, Yuzhu Zheng
Early and Special Education Faculty Publications and Presentations
This study describes the development and initial psychometric evaluation of the Recognizing Effective Special Education Teachers (RESET) observation instrument. The study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels, for evaluating special education teacher implementation of explicit instruction. Eight raters (four for each version of the rubric) viewed and scored videos of explicit instruction in intervention settings. The data from each rubric were analyzed with a four facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted …
Developing An Explicit Instruction Special Education Teacher Observation Rubric, Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan
Developing An Explicit Instruction Special Education Teacher Observation Rubric, Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan
Early and Special Education Faculty Publications and Presentations
In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction, and tested its psychometric properties using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected. External raters (n = 15) were trained to observe and evaluate instruction using the rubric, and assigned scores of ‘implemented’, ‘partially implemented’ or ‘not implemented’ for each of the items. Analyses showed that the item, teacher, lesson and rater facets achieved high psychometric quality for the instrument. Implications for research and practice are discussed.
Developing A Comprehension Instruction Observation Rubric, Evelyn S. Johnson, Laura A. Moylan, Angela Crawford, Yuzhu Zheng
Developing A Comprehension Instruction Observation Rubric, Evelyn S. Johnson, Laura A. Moylan, Angela Crawford, Yuzhu Zheng
Early and Special Education Faculty Publications and Presentations
In this study, we developed a Reading for Meaning special education teacher observation rubric that details the elements of evidence-based comprehension instruction and tested its psychometric properties using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 10 special education teachers across three states during the 2015- 16 school year were collected. External raters (n=4) were trained to observe and evaluate instruction using the rubric, and assign scores of ‘implemented’, ‘partially implemented’ or ‘not implemented’ for each of the items. Analyses showed that the item, teacher, lesson and rater facets achieved high psychometric quality for the instrument. Teacher performance …
Introduction To Aei’S Special Issue On Special Education Teacher Evaluations, Evelyn Johnson, Carrie Lisa Semmelroth
Introduction To Aei’S Special Issue On Special Education Teacher Evaluations, Evelyn Johnson, Carrie Lisa Semmelroth
Carrie Semmelroth
The purpose of this introductory article is to provide an overview to the special issue on special education teacher evaluation. This special issue features five articles that collectively present a comprehensive review of the current state of understanding about the issues concerning devising and implementing special education teacher evaluation systems. Within this special issue are articles that provide a discussion of some of the primary challenges associated with evaluating special education teachers; an overview of the issues associated with using observation tools to measure special education teachers; and three studies that each feature a unique approach to special education teacher …
Using Generalizability Theory To Measure Sources Of Variance On A Special Education Teacher Observation Tool, Carrie Lisa Semmelroth
Using Generalizability Theory To Measure Sources Of Variance On A Special Education Teacher Observation Tool, Carrie Lisa Semmelroth
Carrie Semmelroth
This study used generalizability theory to identify sources of variance on a pilot observation tool designed to evaluate special education teacher effectiveness, and was guided by the question: How many occasions and raters are needed for acceptable levels of reliability when using the pilot RESET observation tool to evaluate special education teachers? At the time of this study, the pilot Recognizing Effective Special Education Teachers (RESET) observation tool included three evidence-based instructional practices (direct, explicit instruction, whole-group instruction, and discrete trial teaching) as the basis for special education teacher evaluation. Eight teachers (raters) were invited to attend two sessions (October …
Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool, Evelyn S. Johnson, Carrie L. Semmelroth
Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool, Evelyn S. Johnson, Carrie L. Semmelroth
Carrie Semmelroth
This paper reports the results of interrater agreement analyses on a pilot special education teacher evaluation instrument, the Recognizing Effective Special Education Teachers (RESET) Observation Tool (OT). Using evidence-based instructional practices as the basis for the evaluation, the RESET OT is designed for the spectrum of different instructional needs found within special education classrooms. The RESET OT informs what Danielson (2011) maintains are the two features of a teacher evaluation system 1) ensuring teacher quality and 2) promoting professional development. In June 2012, six special education teachers participated in a data coding session using the pilot RESET OT to evaluate …
Special Education Professional Standards: How Important Are They In The Context Of Teacher Performance Evaluation?, Sara B. Woolf
Special Education Professional Standards: How Important Are They In The Context Of Teacher Performance Evaluation?, Sara B. Woolf
Publications and Research
Teacher performance evaluation represents a high stakes issue as evidenced by its pivotal emphasis in national and local education reform initiatives and federal policy levers. National, state, and local education leaders continue to experience unprecedented pressure to adopt standardized benchmarks to reflect and link student achievement data to formal teacher performance evaluations. No teacher performance evaluation measures have been developed for use with special education teachers or the settings in which they teach. Dedicated focus is needed to ensure that adopted evaluation measures are sensitive to the specific expertise reflected in the practices of specialty teachers and valid for use. …
Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool, Evelyn S. Johnson, Carrie L. Semmelroth
Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool, Evelyn S. Johnson, Carrie L. Semmelroth
Early and Special Education Faculty Publications and Presentations
This paper reports the results of interrater agreement analyses on a pilot special education teacher evaluation instrument, the Recognizing Effective Special Education Teachers (RESET) Observation Tool (OT). Using evidence-based instructional practices as the basis for the evaluation, the RESET OT is designed for the spectrum of different instructional needs found within special education classrooms. The RESET OT informs what Danielson (2011) maintains are the two features of a teacher evaluation system 1) ensuring teacher quality and 2) promoting professional development. In June 2012, six special education teachers participated in a data coding session using the pilot RESET OT to evaluate …
Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool, Evelyn S. Johnson, Carrie L. Semmelroth
Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool, Evelyn S. Johnson, Carrie L. Semmelroth
The Journal of Special Education Apprenticeship
This paper reports the results of interrater agreement analyses on a pilot special education teacher evaluation instrument, the Recognizing Effective Special Education Teachers (RESET) Observation Tool (OT). Using evidence-based instructional practices as the basis for the evaluation, the RESET OT is designed for the spectrum of different instructional needs found within special education classrooms. The RESET OT informs what Danielson (2011) maintains are the two features of a teacher evaluation system 1) ensuring teacher quality and 2) promoting professional development. In June 2012, six special education teachers participated in a data coding session using the pilot RESET OT to evaluate …