Complexities and Issues to Consider in the Evaluation of Content Teachers of English Language Learners

Sultan Turkan*, Heather M. Buzick

*Corresponding author for this work

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

The current interest in evaluating teachers and teacher education programs provides an opportunity to consider the education of diverse learners in K-12 schools in the United States. We address teaching English language learners (ELLs), a rapidly growing population. Challenges lie in holding content teachers of ELLs accountable as they are not adequately prepared to teach ELLs. In this article, we outline complexities surrounding the definition of the quality of teaching content to ELLs, provide an overview of existing teacher evaluation instruments, and discuss the difficulties in using ELL test scores to estimate the teacher contributions to academic growth of ELLs.

Original languageEnglish
Pages (from-to)221-248
JournalUrban Education
Volume51
Issue number2
DOIs
Publication statusPublished - 01 Feb 2016
Externally publishedYes

Keywords

  • content teachers
  • English as a Second Language (ESL)
  • English language learners
  • teacher evaluation
  • teaching quality

ASJC Scopus subject areas

  • Education
  • Urban Studies

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