A REVIEW OF SPECIAL EDUCATION TEACHER (SET) EVALUATION PRACTICES

Abstract

Federal accountability for teacher evaluation is left up to interpretation by the states, who in turn often leave these decisions to individual districts. While there are no standard practices for how to evaluate special education teachers (SETs), there are multiple influences on how it should be done. With no commonly accepted evaluation used in practice, and relatively little research in the area, the attention of this article turns to the research literature in order to 1) shed light on best practices in SET evaluation and 2) provide a comprehensive conceptual model for special education teacher evaluation.