Assessment of general education teachers' tier 1 classroom practices: Contemporary science, practice, and policy Article

Reddy, LA, Fabiano, GA, Jimerson, SR. (2013). Assessment of general education teachers' tier 1 classroom practices: Contemporary science, practice, and policy . SCHOOL PSYCHOLOGY QUARTERLY, 28(4), 273-276. 10.1037/spq0000047

cited authors

  • Reddy, LA; Fabiano, GA; Jimerson, SR

authors

abstract

  • Progress monitoring is a type of formative assessment. Most work on progress monitoring in elementary school settings has been focused on students. However, teachers also can benefit from frequent evaluations. Research addressing teacher progress monitoring is critically important given the recent national focus on teacher evaluation and effectiveness. This special topic section of School Psychology Quarterly is the first to showcase the current research on measuring Tier 1 instructional and behavioral management practices used by prekindergarten and elementary school teachers in general education settings. The three studies included in the special section describe the development and validation efforts of several teacher observational and self-report measures of instruction and/or behavioral management. These studies provide evidence for the utility of such assessments for documenting the use of classroom practices, and these assessment results may be leveraged in innovative coaching models to promote best practice. These articles also offer insight and ideas for the next generation of teacher practice assessment for the field. Finally, the special topic is capped by a commentary synthesizing the current work and offers "big ideas" for future measurement development, policy, and professional development initiatives. © 2013 American Psychological Association.

publication date

  • December 1, 2013

published in

Digital Object Identifier (DOI)

start page

  • 273

end page

  • 276

volume

  • 28

issue

  • 4