1st Edition

Evaluating Literacy Instruction Principles and Promising Practices

Edited By Rachael E. Gabriel, Richard L. Allington Copyright 2016
    210 Pages 1 B/W Illustrations
    by Routledge

    210 Pages 1 B/W Illustrations
    by Routledge

    Continue Shopping

    This must-read book for all literacy educators illuminates the intersection of research on literacy instruction and teacher evaluation. Since 2009, 46 states have changed or revised policies related to evaluating teachers and school leaders. In order for these new policies to be used to support and develop effective literacy instruction, resources are needed that connect the best of what is known about teaching literacy with current evaluation policies and support practices. A major contribution to meeting this need, the volume brings together a range of perspectives on tools, systems, and policies for the evaluation of teaching, organized into two sections:

    • Crafting Systems and Policies for Evaluating Literacy Instruction

    • Examples of Alternative Systems/Approaches for Evaluating Literacy Instruction

    Across the text, expert scholars in the field emphasize the need for literacy professionals to do more than merely apply generic observation instruments for teacher evaluation, but also to consider how these tools reflect professional values, how elements of effective literacy instruction can be unearthed or included within them, and how teacher evaluation systems and policies can be used to increase students’ opportunities to develop literacy.

    Preface

    1. Introduction

    Rachael E. Gabriel and Richard L. Allington

    Section I: Crafting Systems and Policies for Evaluating Literacy Instruction

    2. Evaluating the Structure and Content of Observation Instruments

    Rachael E. Gabriel and Sarah Woulfin

    3. How the Tests Used in Evaluating Reading Misrepresent Student Development and Teacher Effectiveness

    Peter Afflerbach

    4. Considerations for Evaluating Instruction for English Language Learners

    Sultan Turkan

    5. The Practice and Evaluation of Culturally Responsive Literacy for English Language Learners in the 21st Century

    Alyson Lavigne and Tammy Oberg De La Gaza

    6. The Development of a Classroom Observation System for First-Grade Writing Instruction

    David Coker, Elizabeth Farley-Ripple, Huijing Wen, and Allison Jackson

    Section II. Examples of Alternative Systems/Approaches for Evaluating Literacy Instruction

    7. Using the School Change Observation Scheme to Support Effective Literacy Instruction

    Debra S. Peterson

    8. Assessing Literacy Teaching: Using the Text Environment as a Window into the Examination of Literacy Practices

    Misty Sailors and James Hoffman

    9. The Use of Formative Assessment to Improve Instruction of English Learners and Evaluation of Teachers

    Francesca López, Patrick Proctor, and Martin Scanlon

    10. What Does Effective Teaching Really Look Like? The Observations of Effective Teaching in Reading (OET-Reading) Systems

    Carol Connor, Sarah Ingebrand, and Nicole Sparapani

    11. When Leadership Skills Are Not Enough: The Role of Principals in High-Stakes Observations

    Steven T. McAbee

    Contributors

    Index

     

    Biography

    Rachael E. Gabriel is Assistant Professor of Reading Education, Neag School of Education, University of Connecticut, USA.

    Richard L. Allington is Professor of Education, Literacy Studies Program, University of Tennessee, USA.

    "An essential text for all literacy educators, particularly those with a direct impact on school and district evaluation, this book focuses on common practices in evaluating literacy educators, how evaluation policies impact teaching and learning, and action steps we can take towards take a more positive and meaningful approach to teacher evaluation. With chapters written by leaders in the field, Gabriel and Allington offer a text that develops understandings of a timely and essential topic."

    --Danielle Dennis, Associate Professor of Literacy Studies, University of South Florida, USA