Description
Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners. Covering theory, research, and practice, María del Carmen Salazar and Jessica Lerner showcase a model to aid prospective and practicing teachers who are concerned with issues of equity, excellence, and evaluation. Introducing a comprehensive, five-tenet model, the book demonstrates how to place the needs of CLD learners at the center and offers concrete approaches to assess and promote cultural responsiveness, thereby providing critical insight into the role of teacher evaluation in confronting inequity. This book is intended to serve as a resource for those who are committed to the reconceptualization of teacher evaluation in order to better support CLD learners and their communities, while promoting cultural competence and critical consciousness for all learners.
Table of Contents
Preface
Acknowledgements
PART I
Teacher Evaluation and Culture
1 Framing the Intersection Between Teacher Evaluation and Culture
2 Examining Teacher Evaluation from the Cultural Lenses of the Developers
3 Unveiling Teacher Evaluation from the Center by Interrogating National Models
PART II
Culturally Responsive Teacher Evaluation
4. Proposing an exemplar of Culturally Responsive Teacher Evaluation
5 Documenting Culturally Responsive Teacher Evaluation Through Teacher Narratives
6 Supporting Culturally Responsive Teacher Evaluation Through Scenarios
PART III
Moving Teacher Evaluation Beyond the Boundaries
7 Reframing Teacher Evaluation: A New Beginning and the Way Forward
Author Bios
Appendices:
Appendix A: FEET Equity-based Words
Appendix B: FEET Dimensions, Competencies, & Indicators
Appendix C: Sample FEET Observation Instrument
Appendix D: FEET Supervisor Training Protocol
Appendix E: FEET Standards Matrix
Index
