BiancarosaG.BrykA. S.DexterE. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning. The Elementary School Journal, 111(1), 7–34.
2.
ConnorC. M. (2013). Commentary on two classroom observation systems: Moving toward a shared understanding of effective teaching. School Psychology Quarterly, 28(4), 342–346.
3.
DanielsonC. (2013). The framework for teaching evaluation instrument. The Danielson Group.
4.
HarnB.ParisiD.StoolmillerM. (2013). Balancing fidelity with flexibility and fit: What do we really know about fidelity of implementation in schools?Exceptional Children, 79(2), 181–193.
5.
HemmeterM. L.SnyderP. A.FoxL.AlginaJ. (2016). Evaluating the implementation of the Pyramid Model for Promoting Social-Emotional Competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133–146.
6.
JohnsonE. S.CrawfordA.MoylanL. A.ZhengY. (2018). Using evidence-centered design to create a special educator observation system. Educational Measurement: Issues and Practice, 37(2), 35–44.
7.
JonesN. D.BrownellM. T. (2014). Examining the use of classroom observations in the evaluation of special education teachers. Assessment for Effective Intervention, 39(2), 112–124.
8.
MatsumuraL. C.GarnierH. E.CorrentiR.JunkerB.DiPrima BickelD. (2010). Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility. The Elementary School Journal, 111(1), 35–62.
9.
McLeskeyJ.BarringerM. D.BillingsleyB.BrownellM.JacksonD.KennedyM.ZieglerD. (2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.
10.
SnyderJ.ReidJ.StoolmillerM.HoweG.BrownH.DagneG.CrossW. (2006). The role of behavior observation in measurement systems for randomized prevention trials. Prevention Science, 7(1), 43–56.
11.
TaylorE. S.TylerJ. H. (2012). The effect of evaluation on teacher performance. American Economic Review, 102(7), 3628–3651.