Evaluating the Performance of Teachers of Students with Significant Disabilities: Development and Use of the TRAIT-SD

Abstract

Currently most special education teachers, including those who teach students with significant disabilities, are evaluated using observation systems designed for general educators. Because the roles and effective teaching practices of special educators differ from general educators, we propose that a more appropriate observation tool is necessary, especially for those who teach students with significant disabilities. In this paper we describe the development and use of the Teacher Rating and Assessment Instrument for Teachers of Students with Significant Disabilities (TRAIT-SD) as an observation instrument. We argue that there is a need for such an instrument and present the results of an initial study that was conducted to allow us to assess the internal reliability and inter-rater reliability of the instrument as well as to develop a summary report on the performance of 30 teachers of students with significant disabilities. Additionally, content validity of the instrument was assumed based on input provided by experts in special education for students with significant disabilities prior to the study. Data collection during the study demonstrated the teaching performance of participants and found adequate internal reliability. Acceptable inter-rater reliability was found when the instrument was used simultaneously by special education professionals, but there was weak agreement between special education professionals and general education principals despite providing brief training for the principals. This suggests that greater knowledge based on more extensive training will be necessary to achieve reliable observations of teachers of students with severe disabilities using the TRAIT-SD.