Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners. Covering theory, research, and practice, María del Carmen Salazar and Jessica Lerner showcase a model to aid prospective and practicing teachers who are concerned with issues of equity, excellence, and evaluation. Introducing a comprehensive, five-tenet model, the book demonstrates how to place the needs of CLD learners at the center and offers concrete approaches to assess and promote cultural responsiveness, thereby providing critical insight into the role of teacher evaluation in confronting inequity. This book is intended to serve as a resource for those who are committed to the reconceptualization of teacher evaluation in order to better support CLD learners and their communities, while promoting cultural competence and critical consciousness for all learners.
"The model for teacher evaluation proposed in this book is groundbreaking in that it bridges three areas of the instructional context—pedagogy, assessment, and evaluation—with a critical race theory perspective. This highly accessible book makes the difficult work of consciousness raising in the K-12 and teacher education classroom possible for anyone who aims to develop teachers’ capacity to improve the educational experiences of historically marginalized communities. It is a must read for teacher educators and administrators."
- Zenaida Aguirre-Munoz, University of Houston, USA
"The authors have created the most important and usable culturally relevant teacher assessment framework that I have ever experienced. The framework is based on humanizing teaching, cariño, critical pedagogy, and understanding the political and social realities students of color, bilingual students, and students outside the whitestream middle class have experienced forever. This book should be in every teacher education program nationwide."
- Christian Faltis, The Ohio State University, USA
"This text is wonderful for the ways in which narratives, theoretical grounding, and responsive practice are braided together to illuminate current approaches to teacher evaluation but also to revision/reimagine culturally responsive evaluation. Not only critiquing contemporary approaches to teacher evaluation, this work also demonstrates a new framework for teaching centered in both equity and excellence."
- Francisco Rios, Western Washington University, USA
"Salazar and Learner have written an immensely useful book grounded in their knowledge of practice, their grasp of assessment, culturally relevant pedagogies, and critical race theories, as well as their own experiences as family members, students, and educators. The result is a book that offers a large array of resources and, importantly, a framework for culturally relevant teacher evaluation built on equity and justice. I urge teachers, administrators, teacher educators and policymakers who are committed to humanizing pedagogies to read and use this book in order to work toward a more equitable and just world."
- Katherine Schultz, University of Colorado Boulder, USA
Foreword, Sonia Nieto
Part I: Teacher Evaluation and Culture
Chapter 1: Framing the Intersection Between Teacher Evaluation and Culture
Chapter 2: Examining Teacher Evaluation from Cultural Lenses of the Developers
Chapter 3: Unveiling Teacher Evaluation from the Center and Interrogating National Models
Part II: Culturally Responsive Teacher Evaluation
Chapter 4: Proposing an Exemplar of Culturally Responsive Teacher Evaluation
Chapter 5: Documenting Culturally Responsive Teacher Evaluation Through Teacher Narratives
Chapter 6: Supporting Culturally Responsive Teacher Evaluation Through Scenarios
Part III: Moving Teacher Evaluation Beyond the Boundaries
Chapter 7: Reframing Teacher Evaluation and Proposing a New Beginning and Way Forward
Appendix A: FEET Equity-based Words
Appendix B: FEET Dimensions, Competencies, and Indicators
Appendix C: FEET Classroom Observation Instrument
Appendix D: FEET Supervisor Training Protocol
Appendix E: FEET Standards Matrix
This series of texts for undergraduate- and graduate-level teacher education courses focuses on the intersections of language, culture, and teaching – specifically on how language and culture inform classroom practice. Books in the series are intended as primary or supplementary texts in the growing range of courses that address issues such as, but not limited to, foundations of multicultural education; multicultural children’s literature; teaching diverse populations; foundations of bilingual education; teaching English as a second language; and sociocultural issues in teaching.
The primary objectives of the series are to challenge traditional biases about diversity and about students of diverse languages and cultures, and to reframe the conventional idea of the textbook by envisioning classroom practice as critical, creative, and liberatory.