Table of Contents

Foreword by Melanie Hobbs and Giselle Lundy-Ponce
Acknowledgments
About the Authors
Introduction
1. Need for an Inclusive Teacher Evaluation Framework
2. Foundations of Education of English Learners
3. Foundations of Education of Students With Disabilities
4. Principle 1: Committing to Equal Access for All Learners
5. Principle 2: Preparing to Support Diverse Learners
6. Principle 3: Reflective Teaching Using Evidence-Based Strategies
7. Principle 4: Building a Culture of Collaboration and Community
8. Empowering Educators Through Coaching
References
Index

About the Author

Diane Staehr Fenner, PhD, is the president of SupportEd (SupportEd.com), a woman-owned small business located in the Washington, DC, metro area that she founded in 2011. SupportEd is dedicated to empowering multilingual learners and their educators. Dr. Staehr Fenner leads her team to provide ML professional development, coaching, technical assistance, and curriculum and assessment support to school districts, states, organizations, and the U.S. Department of Education. Prior to forming SupportEd, Dr. Staehr Fenner was an English language development (ELD) teacher, dual language assessment teacher, and ELD assessment specialist in Fairfax County Public Schools, VA. She speaks German and Spanish and has taught in Berlin, Germany, and Veracruz, Mexico. Dr. Staehr Fenner grew up on a dairy farm in central New York and is a proud first- generation college graduate. She has written eight books on ML education (and counting), including coauthoring Culturally Responsive Teaching for Multilingual Learners: Tools for Equity and authoring Advocating for English Learners: A Guide for Educators. She is a frequent keynote speaker on ML education at conferences across North America. She earned her PhD in Multilingual/Multicultural Education at George Mason University
and her MAT in TESOL at the School for International Training. You can connect with her by email at Diane@SupportEd.com or on Twitter at @DStaehrFenner. Ayanna Cooper, EdD, is a consultant, advocate for culturally and linguistically diverse learners, and is currently serving on the executive board of TESOL International Association. As owner of ACooper Consulting, her projects involve providing technical assistance internationally and to state departments of education, school districts, and nonprofit organizations. In addition to being an author, Dr. Cooper has contributed to a number of  publications, such as the WIDA Essential Actions Handbook and Language Magazine. She also writes a monthly blog focused on the civil rights of English learners for TESOL International Association. As a plenary speaker and frequent conference presenter, she has had the opportunity to share her work across the United States and internationally. In addition to teaching English as a second language, she has held a number of positions throughout her career, such as English learner instructional coach, urban education teacher supervisor, Title III director, and bilingual program specialist. Dr. Cooper is a U.S. Department of State English Language Specialist alumna.

Reviews

"This book is a must read for today’s teachers and administrators. By viewing diverse students and their educators as assets, identifying research-based strategies, and offering practical examples, Staehr Fenner, Kozik, and Cooper provide a framework for rich instructional conversations that moves teacher evaluation from the blame game, that beats educators down, to a collaborative and informative process that empowers teaching effectiveness and student learning."
*Spencer Salend, Emeritus Professor of Educational Studies*

"Teacher evaluation is perhaps the last vestige of segregated education; a situation that can only be remedied by thoughtful proposals for authentic change.  In this ground-breaking text, Staehr Fenner, Kozik and Cooper move the field forward by providing a theory and research based framework for preparing, evaluating and supporting teachers to effectively educate all students, including English language learners and students with disabilities. Rather than retrofitting typically used evaluation tools, the proposed framework embraces UDL by considering the principles and practices associated with effective inclusive schooling from the outset.  Teachers, administrators, and teacher educators can easily use this framework to tailor their own processes for promoting professional development and teacher effectiveness."
*Leslie C. Soodak, Professor of Education*

"Educating the growing number of English Learners in Pre-K - 12 educational settings can no longer be the sole responsibility of ESL and bilingual experts.  All teachers and administrators must build new competencies in order to reach this diverse group of students and develop their full potential.  In this context, what constitutes a fair and effective teacher evaluation system? In this book, the authors successfully outline an objective assessment framework that builds educators′ individual and collective capacity to improve their practice not only with ELs but with all their students. A must read for teachers and evaluators alike."
*Rosa Aronson, Executive Director*

"When teacher evaluations became part of our school accountability system I wondered how effective teaching of students with disabilities would be addressed. This book provides the answer! I am particularly impressed with how reflective practice is embedded within the process described in this book. It’s a must-have for any teacher evaluator who wants to assess how teachers are teaching all students well within an inclusive classroom."
*Cheryl M. Jorgensen Ph.D., Educational Consulting*

"Drs. Staehr Fenner, Kozik, and Cooper have started an essential conversation. Schools serve increasingly diverse populations and in order to do that well, all aspects of the school culture must support inclusive practices. Teacher evaluation should include attention to the needs of ALL students and support evaluators to create an atmosphere of cohesiveness among general and special education teachers as they work together to improve learning outcomes for all students. I would recommend this text to anyone who evaluates teachers, the practical scenarios and look-fors will help evaluators think about how to best structure pre- and post-observations, as well as providing helpful guidelines for consideration during observations. There is great urgency to ensure that teacher evaluation doesn’t move forward without inclusive attention to the needs of ALL students and the practices their teachers employ."
*Jessica A. McCord, PhD, Educational Consultant*

"This book is an invaluable resource that addresses a critical, national issue facing teacher evaluation systems as teachers and their evaluators grapple with determining how the standards of teaching practice – what teachers should know and be able to do – apply to general education classrooms with English Language and student with disabilities. The authors’ four fundamental principles undergird a thoughtful, informative process supported by research, practitioner’s voices, and common sense strategies to assess and enhance teacher effectiveness. This book provides a real service to teachers and evaluators by making the complexities of teacher evaluation a meaningful experience with profound benefit, not only for educators, but all students and the schools in which they are enrolled. "
*Lawrence T. Waite, Director of Educational Services*

"This book is an essential tool for teachers, administrators, and parents who strive to level the playing field by providing every child with an equal opportunity to learn. The authors have addressed the important topics of what teachers need to know to create a positive learning environment for all students, including English learners and those with special needs.  It includes evidence-based effective practices that evaluators should look for in inclusive classrooms and professional development ideas to develop a community of learners. Teacher evaluation with diverse populations in our 21st century classrooms is challenging. Diane Staehr Fenner, Peter Kozik, and Ayanna Cooper have created a compendium of resources that many will find helpful."
*Dolores Burton, Author*

"Fenner, Kozik, and Cooper have hit the mark! Educators, administrators, and evaluators now have a valuable resource to assist them as they navigate the world of teacher evaluation. Clearly, these authors have their fingers on the pulse of today’s schools, excellently articulating the issues and challenges associated with educating diverse learners. They describe the conditions necessary for English learners and students with disabilities to meet with success while also articulating the factors that lead to an educators’ success.  Their chapters dedicated to the four principles of inclusive teacher evaluation provide the reader with a deeper understanding of the supporting research as well as  practical strategies for implementation. The case examples, in addition to the tables, graphics, and sample documents are valuable in that readers can immediately replicate these strategies. Also, the quotations throughout the book illustrate the practicality of the material. I look forward to using this book in several of my teacher preparation courses as well with educators who are very much in need of guidance on this important issue."
*Kathleen M. Feeley, Associate Professor*

"This book is not just for evaluators! It is for every educator who seeks guidance on improving learning for English learners and students with disabilities within inclusive classrooms. It offers a clear, detailed, research-based portrait of what these diverse learners need to thrive academically. Too few school leaders or teachers have the "look-fors" in sufficient detail to affect change. This is why program improvement, for too many schools and classrooms, remains elusive and seemingly unattainable. Refining our practices for meeting the needs of these diverse learners within general education is one of the most crucial issues our schools face today. I found the authors’ recommendations for reflective teaching, schoolwide collaboration, coaching, parent engagement, and community building particularly valuable. A much needed yardstick for measuring program effectiveness schoolwide with English learners and students with disabilities."
*Timothy J. Boals, Ph.D.*

"This book is a must read for today’s teachers and administrators. By viewing diverse students and their educators as assets, identifying research-based strategies, and offering practical examples, Staehr Fenner, Kozik, and Cooper provide a framework for rich instructional conversations that moves teacher evaluation from the blame game, that beats educators down, to a collaborative and informative process that empowers teaching effectiveness and student learning."
*Spencer Salend, Emeritus Professor of Educational Studies*

"The four principles for inclusive teacher evaluation discussed in this book complement the systems used by many states and extend that work to support inclusive systems for students and teachers. As we know in working with historically marginalized students, such as those who are ELL and have extensive learning needs, separate is not equal. By illustrating how teacher evaluation systems may be more inclusive, this book begins an important conversation about creating, supporting, and sustaining inclusive programs where all students are successful. The look fors and practical questions for evaluating the four principals are a great step forward in inclusive systems."
*Dr. Deborah Taub*

"This book is an invaluable resource that addresses a critical, national issue facing teacher evaluation systems as teachers and their evaluators grapple with determining how the standards of teaching practice - what teachers should know and be able to do- apply to general education classrooms with English Language learners and students with disabilities. The authors′ four fundamental principles undergird a thoughtful, informative process supported by research, practitioners′ voices, and common sense strategies to assess and enhance teacher effectiveness. This book provides a real service to teachers and evaluators by making the complexities of teacher evaluation a meaningful experience with profound benefit, not only for educators, but all students and the schools in which they are enrolled."
*Lawrence T. Waite, Director of Educational Services*

"With Evaluating ALL Teachers of English Learners and Students with Disabilities, Diane Staehr Fenner, Peter Kozik, and Ayanna Cooper not only offer a critical contribution to the professional literature, but much needed practical guidelines for educators in the field as well. Kudos to this team for addressing equity in teacher evaluation in such a powerful way!"
*Dr. Andrea Honigsfeld*

"This is an excellent resource for educators and evaluators who want to ensure that teacher evaluation systems more fully incorporate best practices for educating English language learners and students with disabilities."
*Diane August, Managing Researcher*

"At a time when there is still so much confusion about what ‘evaluation’ means for teachers of English learners and students with disabilities, Staehr Fenner, Kozik and Cooper provide a practical and useful look at resources not only to evaluate teachers but to guide and develop their instruction. Staehr Fenner, Kozik and Cooper offer a meaningful framework for organizing and implementing teacher evaluation systems as well."
*David Nieto, Division Administrator*