Educational policies addressing instruction may fail to acknowledge that effective instruction is not the same for all learners. We reviewed teacher evaluation systems across all states and the 25 largest districts to determine how states and districts approach the evaluation of special education teachers, a policy aimed at improving teaching effectiveness. We found that most states and districts did not provide guidance to schools for adapting evaluation systems for these teachers. Some states provided guidance on technical aspects of special education teacher evaluation, such as incorporating student achievement into special education teachers’ scores. Districts were more likely to focus on instructional considerations. We discuss the implications of these findings for policies that aim to promote the use of effective instructional practices.

中文翻译：

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定义教学的政策：系统审查各州和地区对评估特殊教育者的建议

针对教学的教育政策可能无法承认有效的教学并非对所有学习者都一样。我们审查了所有州和 25 个最大学区的教师评估系统，以确定各州和学区如何评估特殊教育教师，这是一项旨在提高教学效率的政策。我们发现大多数州和地区没有为学校提供指导以调整这些教师的评估系统。一些州对特殊教育教师评估的技术方面提供了指导，例如将学生成绩纳入特殊教育教师的分数。学区更有可能关注教学方面的考虑。我们讨论了这些发现对旨在促进使用有效教学实践的政策的影响。