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1982•Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional ChildrenRequires access

Evaluation of Special Education Teachers

Sally A. Moya, Glenda Gay

Open publisher page 14 citations

Abstract

While there are discussions of the evaluation of special education teachers ’ competencies in training programs in the literature, literature relating to performance evaluation practices once a special educator is employed is virtually nonexistent. The differences in criteria and pro-cedures used to evaluate both regular and spe-cial educators is also unknown. In states such as California, where a uniform system of eval-uation has been in existence since the passage of the Stull Bill in 1972, it has not been known if there are any differences in evaluation proce-dures for special and regular education teachers. This paper describes a study of evalu-ation processes currently used in the state of

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What this paper is about

While there are discussions of the evaluation of special education teachers ’ competencies in training programs in the literature, literature relating to performance evaluation practices once a special educator is employed is virtually nonexistent. The differences in criteria and pro-cedures used to evaluate both regular and spe-cial educators is also unknown. In states such as California, where a uniform system of eval-uation has been in existence since the passage of the Stull Bill in 1972, it has not been known if there are any differences in evaluation proce-dures for special and regular education teachers. This paper describes a study of evalu-ation processes currently used in the state of

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Available abstract

While there are discussions of the evaluation of special education teachers ’ competencies in training programs in the literature, literature relating to performance evaluation practices once a special educator is employed is virtually nonexistent. The differences in criteria and pro-cedures used to evaluate both regular and spe-cial educators is also unknown. In states such as California, where a uniform system of eval-uation has been in existence since the passage of the Stull Bill in 1972, it has not been known if there are any differences in evaluation proce-dures for special and regular education teachers. This paper describes a study of evalu-ation processes currently used in the state of

Key concepts: Special education, Mathematics education, Psychology, Mainstreaming, Pedagogy, Teacher preparation, Teacher education

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