A performance-based accounting system may be one answer to the growing challenge of appropriate and equitable teacher evaluation in special education. By incorporating the model described here, teacher evaluators can use their state-mandated system and meet the needs of special education teachers.
Get full access to this article
View all access options for this article.
References
1.
BrownVirginia“Programs, Materials and Techniques. Teacher Evaluation.”Journal of Learning Disabilities9 (1986):267–75.
2.
EisnerElliot“An Artistic Approach to Supervision.” in Supervision of Teaching: 1982 ASCD Yearbook, edited by Thomas S. Sergiovanni.
3.
AlexandriaVa: Association for Supervision and Curriculum Development, 1982.
4.
GreenfieldWilliamInstructional Leadership. Boston: Allyn and Bacon, Inc., 1987.
5.
HendersonR. L.“Incentive Systems That Work.”The School Administrator, May 1984a.
6.
HendersonR. L.Comprehensive Objective Accounting Systems: A Practical Approach to Evaluation and Performance Based Compensation for Education Institutions. Wichita, Kans.: ACL Fastback, 1984b.
7.
KatimsDavid S.Gilbreath-ColemanKaren K.JonesMartha S.“Teachers' Perceptions of the Texas Appraisal System.”Teacher Education & Practice2(1989): 25–32.
8.
LaitzJohn J.TowleMarthaThe Elementary Principals' Role in Special Education. Springfield, Ill.: Charles C. Thomas, 1982.
9.
McGrealThomasSuccessful Teacher Evaluation. Alexandria, Va.: Association for Supervision and Curriculum Development, 1983.
10.
MoyaSallyGayGlenda“Evaluation for Special Education Teachers.”Teacher Education and Special Education1(1982):37–41.
11.
Texas Education Agency.Texas Teacher Appraisal System Teacher Orientation Manual. Austin, Tex.: Division of Management Assistance and Personnel Development, 1988.
