Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Teacher Evaluation and the Professional Development Connection: Perspectives of Special Education Teachers

  • Zaher M. Kmail, Ph.D. (Author) University of Washington Tacoma image/svg+xml https://orcid.org/0000-0002-3411-9275
    Zaher M. Kmail, Ph.D., is an Assistant Professor of Statistics at the University of Washington Tacoma. His general areas of research are in theoretical and applied statistics with a specialization in the design and analysis of experiments. His current research focuses on causal structure modeling, optimal design and its applications, and multivariate analysis, as well as mathematics and statistics education.
  • Gordon Brobbey, Ph.D. (Author) University of Washington Tacoma https://orcid.org/0000-0002-5784-5528
    Gordon Brobbey, Ph.D., is an Assistant Professor of Special Education in the School of Education, University of Washington Tacoma. His research focuses on special education policy, teacher effectiveness, and special education teacher preparation.
DOI
https://doi.org/10.64546/jaasep.550
Abstract
Teacher evaluation has been closely tied to professional development. In special education, professional development experiences are meant to promote special educator learning and implementation of high leverage practices. Yet, the connection between teacher evaluation outcomes and professional development decisions of special educators is largely unexplored. As part of a larger study that examined perceptions regarding the use of existing evaluation systems to assess their practice, this study explored how special educators perceive received feedback and its connection to their professional development needs and choices. The findings reveal a weak correlation between the feedback received in the evaluation process and its influence on professional development decisions and considerations for special educators. They further suggest a lack of encouragement on special educators’ reflective practices or changes made to their teaching. A positive correlation was identified between perceptions about clarity and feedback received, and professional development decisions. Implications for future research are presented.
Keywords
Correlation, Credibility, Evaluation Methods, Faculty Development, Feedback (Response), High School Teachers
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How to Cite
Kmail, Z. M., & Brobbey, G. (2024). Teacher Evaluation and the Professional Development Connection: Perspectives of Special Education Teachers. Journal of the American Academy of Special Education Professionals, 19(2), 56-73. https://doi.org/10.64546/jaasep.550

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  • Article Type Articles
  • Submitted May 25, 2024
  • Published June 15, 2024
  • Issue Spring/Summer 2024
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