In this study, we examined the relationship of special education teachers’ performance on the Recognizing Effective Special Education Teachers (RESET) Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video-recorded observations of three instructional lessons along with data from standardized, curriculum-based academic measures at the beginning, middle, and end of the school year for the students in the instructional group. Teachers’ lessons were evaluated by external, trained raters. Data were analyzed using many-faceted Rasch measurement (MFRM), correlation, and multiple regression. Teacher performance on the overall protocol did not account for statistically significant variance in student growth beyond that of students’ beginning of the year academic performance. Teacher performance on an abbreviated protocol comprised of items that had average or higher item difficulties on the MFRM analysis accounted for an additional 4.5% of variance beyond that of beginning of the year student performance. Implications for further research are discussed.

中文翻译：

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特殊教育教师在观察仪器上的表现与学生成绩的关系

在这项研究中，我们研究了特殊教育教师在认可有效特殊教育教师 (RESET) 显式教学观察协议中的表现与学生在学业指标上的成长之间的关系。特殊教育教师在学年开始、中期和结束时为教学组的学生提供了三个教学课程的视频记录观察以及标准化的、基于课程的学术测量数据。教师的课程由经过培训的外部评估员进行评估。使用多面 Rasch 测量 (MFRM)、相关性和多元回归分析数据。教师在整体协议上的表现没有解释学生成长的统计显着差异，超出学生年初学业表现。教师在由 MFRM 分析中具有平均或更高项目难度的项目组成的简短协议上的表现，比年初学生表现还要多出 4.5% 的差异。讨论了对进一步研究的影响。