Heather M Buzick
Biographic Data
| ID | 5741540 |
|---|---|
| NAME | Heather M Buzick |
| GIVEN NAMES | Heather M |
| FAMILY NAME | Buzick |
| SIGNATURE | BUZICK H M |
| AFFILIATIONS | Educational Testing Service, Princeton, NJ, USA |
| ORCID | 0000-0001-7802-5484 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 2 |
Complexities and Issues to Consider in the Evaluation of Content Teachers of English Language Learners
The current interest in evaluating teachers and teacher education programs provides an opportunity to consider the education of diverse learners in K-12 schools in the United States. We address teaching English language learners (ELLs), a rapidly growing population. Challenges lie in holding content teachers of ELLs accountable as they are not adequately prepared to teach ELLs. In this article, we outline complexities surrounding the definition o…
Including Students With Disabilities and English Learners in Measures of Educator Effectiveness
The purpose of this essay is to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. We focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. We begin by describing each indicator and outlining the specific challenges related to the inclusion of SWDs and ELs in mainstream teacher evaluation. …
Using Growth for Accountability: Measurement Challenges for Students With Disabilities and Recommendations for Research
Growth-based approaches to federal accountability are receiving considerable attention because they have the potential to reward schools and teachers for improving student performance over time by measuring student progress at all levels of the performance spectrum, including progress by students who have not reached proficiency on state accountability assessments. The use of growth in accountability holds promise for students with disabilities, …
Including Students With Disabilities and English Learners in Measures of Educator Effectiveness
The purpose of this essay is to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. We focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. We begin by describing each indicator and outlining the specific challenges related to the inclusion of SWDs and ELs in mainstream teacher evaluation. …
Using Growth for Accountability: Measurement Challenges for Students With Disabilities and Recommendations for Research
Growth-based approaches to federal accountability are receiving considerable attention because they have the potential to reward schools and teachers for improving student performance over time by measuring student progress at all levels of the performance spectrum, including progress by students who have not reached proficiency on state accountability assessments. The use of growth in accountability holds promise for students with disabilities, …
Complexities and Issues to Consider in the Evaluation of Content Teachers of English Language Learners
The current interest in evaluating teachers and teacher education programs provides an opportunity to consider the education of diverse learners in K-12 schools in the United States. We address teaching English language learners (ELLs), a rapidly growing population. Challenges lie in holding content teachers of ELLs accountable as they are not adequately prepared to teach ELLs. In this article, we outline complexities surrounding the definition o…
Using Growth for Accountability: Measurement Challenges for Students With Disabilities and Recommendations for Research
Growth-based approaches to federal accountability are receiving considerable attention because they have the potential to reward schools and teachers for improving student performance over time by measuring student progress at all levels of the performance spectrum, including progress by students who have not reached proficiency on state accountability assessments. The use of growth in accountability holds promise for students with disabilities, …
Including Students With Disabilities and English Learners in Measures of Educator Effectiveness
The purpose of this essay is to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. We focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. We begin by describing each indicator and outlining the specific challenges related to the inclusion of SWDs and ELs in mainstream teacher evaluation. …
Complexities and Issues to Consider in the Evaluation of Content Teachers of English Language Learners
The current interest in evaluating teachers and teacher education programs provides an opportunity to consider the education of diverse learners in K-12 schools in the United States. We address teaching English language learners (ELLs), a rapidly growing population. Challenges lie in holding content teachers of ELLs accountable as they are not adequately prepared to teach ELLs. In this article, we outline complexities surrounding the definition o…
Mathematics education (3 works) · Psychology (3 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Political science (2 works) · Population (2 works) · School Choice and Performance (2 works) · Teacher Education and Leadership Studies (2 works) · Accountability (1 works)