Exploring School Administrator Confidence When Evaluating Special Education Teachers via District Support and Training

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Reconceptualizing Supervision and Instructional Leadership in Complex Contexts (Table 17)

Abstract

This study is a secondary data analysis of a survey assessing training, district support, and confidence of school administrators regarding special educator evaluation. This study examines: if district training influences the confidence of administrators to evaluate and observe special educators; if administrators with a general education credential differ from administrators with a special education credential regarding district support needed to better evaluate special educators; and if possessing a special education credential influences an administrator’s confidence when evaluating special and general educators. Results indicated district training regarding special educator evaluation increased administrator confidence and administrators with general education credentials desired more district support. Additionally, administrators with a special education credential felt significantly more confident evaluating both special and general educators.

Author

• Corrine Aramburo, University of California - Berkeley
  Presenting Author