Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These methods have been used across the teaching profession with generalized student populations. The Danielson Group Framework for Teaching (FFT) is one observation protocol that has been used throughout the United States as a tool to examine teacher effectiveness in the context of teacher evaluations (Campbell & Ronfeldt, 2018, American Educational Research Journal, 55, 1233). In its traditional form, the FFT protocol does not capture the specialized work of teachers of English learner (EL) students in mainstream inclusive classrooms. This article examines the modification and validation of an EL‐modified FFT observation protocol across two of the four domains of the FFT. Findings demonstrate that the EL‐modified FFT instrument is both valid and reliable as an observation tool for teachers of EL students in mainstream inclusive classrooms.

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可以观察英语学习者的效能吗？验证EL修改的教学框架

在美国各地，学区采用了各种方法来捕捉有效的老师为促进学生学习所做的工作。其中一些方法包括同include课程研究，其中教师共同计划和共同评估他们的工作，检查学生标准化考试成绩以使教师与学生学习成果保持一致，并使用教师观察协议检查课堂教学实践并评估教师。这些方法已在具有广泛学生群体的整个教学行业中使用。丹尼尔森集团教学框架（FFT）是一种观察协议，已在美国各地用作在教师评估的背景下检验教师效能的工具（Campbell和Ronfeldt，2018年，《美国教育研究期刊》，55，1233）。FFT协议以传统形式无法捕获主流包容性教室中英语学习者（EL）学生的老师的专门工作。本文研究了在FFT的四个域中的两个域中EL修改的FFT观察协议的修改和验证。研究结果表明，EL改进的FFT仪器作为主流主流教室中EL学生教师的观察工具，既有效又可靠。