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February 2014 ELQ Call for Manuscripts: Evaluating English Teachers

President Obama’s “Race to the Top” initiative caused many participating states to overhaul their teacher evaluation systems and tie teacher evaluation to student performance on standardized tests. As NCTE’s 2012 Research Policy Brief on “Evaluating English/Language Arts Teachers” explains, as of October 2011, “24 states require that determinations of teacher quality include measures of student achievement, and 13 of these states require that student standardized test scores be the majority determinant of teacher quality.” This is disheartening news, as we know student test scores don’t tell us much about teacher quality. But what does? How do you know a good English teacher when you see one? We’d like to hear about other ways you think we should be evaluating English teachers. How do you define “teacher quality”? What are some ways you connect teacher evaluation to professional development initiatives in your school district? How do you account for school and classroom context in your districts’ teacher evaluations? Should students’ and parents’ voices be included in the teacher evaluation process? If you are an English teacher educator, what discussions are you having with your colleagues about effective beginning teacher evaluation? What are your thoughts on edTPA? National Board certification? Let us hear from you about what should count in English teacher evaluation! Deadline: October 15, 2013

April 2014
Special Issue
—no submissions accepted




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