An Examination of the Teacher Evaluation Process for Special Education Teachers: Perceptions of Illinois Elementary Principals

• In Event: Teacher Supervision and Evaluation: Perceptions From the Field

Abstract

This paper presents results from survey research investigating perceptions of Illinois elementary principals regarding the effectiveness of the teacher evaluation process for special education teachers. Useable responses were obtained from 330 principals, for a 21.3% response rate. Questionnaire items were formulated based on content provided in the Council for Exceptional Children’s Professional Standards for special educators. Principals with special education teacher certification reported a stronger ability to provide feedback to special education teachers than did principals without special education teacher certification. Overwhelmingly, respondents indicated both general and special educators were evaluated using the same process and instrument (83.9%). Respondents reported a need for an improved teacher evaluation process and summative instrument to address special education teachers’ unique job responsibilities.

Authors

• Heather Glowacki, Wilmette Public Schools District 39

• Donald G. Hackmann, University of Illinois at Urbana-Champaign