The first guide to teacher evaluation that is explictly designed for the full inclusion of all learners, this invaluable resource will ultimately increase quality access to the general education curriculum for English Learners and for students with disabilities.
The first guide to teacher evaluation that is explictly designed for the full inclusion of all learners, this invaluable resource will ultimately increase quality access to the general education curriculum for English Learners and for students with disabilities.
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.
Inhaltsangabe
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
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
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