Can English Learner Teacher Effectiveness Be Observed? Validation of an EL-Modified Framework for Teaching

Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co-plan and co-evaluate their work, examining student standardized tests scores to align teac...

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Bibliographic Details
Published in:TESOL quarterly 2020-03, Vol.54 (1), p.173-200
Main Authors: COADY, MARIA, MILLER, M. DAVID, JING, ZEYUAN, OLSZEWSKA, ALEKSANDRA, DE JONG, ESTER, YILMAZ, TUBA, HEFFINGTON, DEON, LOPEZ, MARK, ANKENY, RAISA
Format: Article
Language:English
Subjects:
Classroom observation
Classroom Observation Techniques
Educational Research
English as a second language instruction
English as a second language teaching methods
English Language Learners
English teachers
Guidelines
Inclusion
Learning
Learning outcomes
Learning Processes
Lesson Plans
Mainstreaming
Outcomes of Education
School Districts
Second language teachers
Standardized Tests
Teacher Effectiveness
Teacher Evaluation
Teachers
Teaching
Teaching Methods
Validity
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Summary:Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co-plan and co-evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in-class instructional practices and evaluate teachers. These methods have been used across the teaching profession with generalized student populations. The Danielson Group Framework for Teaching (FFT) is one observation protocol that has been used throughout the United States as a tool to examine teacher effectiveness in the context of teacher evaluations (Campbell & Ronfeldt, 2018, American Educational Research Journal, 55, 1233). In its traditional form, the FFT protocol does not capture the specialized work of teachers of English learner (EL) students in mainstream inclusive classrooms. This article examines the modification and validation of an EL-modified FFT observation protocol across two of the four domains of the FFT, Findings demonstrate that the EL-modified FFT instrument is both valid and reliable as an observation tool for teaches of EL students in mainstream inclusive classrooms.
ISSN:0039-8322
1545-7249
DOI:10.1002/tesq.544