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It examines formal classroom observations, informal walkthroughs, and student growth measures, focusing on educators’ perceptions of policy elements and evaluation appropriateness. Results show tensions for special educators when policy components conflict with their understanding of effective instruction for students with disabilities. Findings support revisiting uniform evaluation policies by recognizing differences in roles and responsibilities between educator groups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/policies-and-practices-of-promise-in-teacher-evaluation-volume-28-number-59-april-13-2020-601947/601947/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/policies-and-practices-of-promise-in-teacher-evaluation-volume-28-number-59-april-13-2020-601947/601947.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about teacher evaluation reform?","Question",{"text":112,"@type":113},"It compares how middle school special and general educators perceive and respond to evaluation reform, including formal classroom observations, informal walkthroughs, and student growth measures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do special educators’ experiences differ from those of general educators?",{"text":117,"@type":113},"Special educators experience conflict between major policy elements and how they understand effective instruction for students with disabilities, while special and general educators hold contrasting beliefs about evaluation appropriateness.",{"name":119,"@type":110,"acceptedAnswer":120},"What policy implication do the findings support?",{"text":121,"@type":113},"The study emphasizes acknowledging differences in roles and responsibilities across special and general educators and encourages policymakers to reconsider uniform teacher evaluation policies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601947,1792160940,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","SPECIAL ISSUE Policies and Practices of Promise  \nin Teacher Evaluation  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \nVolume 28 Number 59 April 13 , 2020 ISSN 1068-2341  \nHow Middle School Special and General Educators Make Sense of and Respond to Changes in Teacher Evaluation  \nPolicy  \nAlishaM. B. Braun  \nUniversity of South Florida  \n&  \nPeter Youngs  \nUniversity of Virginia  \nUnited States  \nCitation: Braun, A. M. B., & Youngs, P. (2020). How middle school special and general educators make sense of and respond to changes in teacher evaluation policy. Education Policy Analysis Archives, 28(59). [https://doi.org/10.14507/epaa.28.5013](https://doi.org/10.14507/epaa.28.5013 This)[ This](https://doi.org/10.14507/epaa.28.5013 This) article is part of the special issue, Policies and Practices of Promise in Teacher Evaluation, guest edited by Audrey Amrein-Beardsley.  \nAbstract: In this multiple case study, we apply sensemaking theory to examine and compare how middle school special and general educators perceive and respond to teacher evaluation reform, including formal classroom observations, informal walkthroughs, and student growth measures. Our findings reveal that special educators experience conflict between the policy’s main elements and their understandings of how to effectively teach students with disabilities. Furthermore, special and general educators held contrasting beliefs regarding the appropriateness of evaluation. Our findings illustrate the importance  \nof acknowledging differences in special and general educators’ roles and responsibilities and encourage policymakers to reconsider uniform teacher evaluation policies. Keywords: teacher evaluation; accountability; educational reform; sensemaking theory  \nCómo los educadores especiales y generales de la escuela intermedia tienen sentido y responden a los cambios en la política de evaluación docente  \nResumen: En este estudio de caso múltiple, aplicamos la teoría de la sensemaking para examinar y comparar cómo los educadores especiales y generales de la escuela intermedia perciben y responden a la reforma de evaluación docente, incluidas las observaciones formales en el aula, los recorridos informales y las medidas de crecimiento de los estudiantes. Nuestros hallazgos revelan que los educadores especiales experimentan conflictos entre los elementos principales de la política y su comprensión de cómo enseñarefectivamente a los estudiantes con discapacidades. Además, los educadores especiales ygenerales tenían creencias contrastantes con respecto a la idoneidad de la evaluación. Nuestros hallazgos ilustran la importancia de reconocer las diferencias en los roles y accountability de los educadores especiales y generales y alientan a los encargados de formular políticas a reconsiderar las políticas uniformes de evaluación docente.  \nPalabras clave: evaluación docente; accountability; reforma educativa; teoría de la sensemaking  \nComo os educadores especiais e gerais do ensino médio compreendem erespondem a mudanças na política de avaliação de professores  \nResumo: Neste estudo de caso múltiplo, aplicamos a teoria do sensemaking para examinare comparar como os educadores especiais e gerais do ensino médio percebem e respondem à reforma da avaliação de professores, incluindo observações formais em sala de aula, orientações informais e medidas de crescimento dos alunos. Nossas descobertas revelam que educadores especiais enfrentam conflitos entre os principais elementos da política e seus entendimentos de como ensinar efetivamente os alunos com deficiência. Além disso, educadores especiais e gerais mantinham crenças contrastantes sobre a adequação da avaliação. Nossas descobertas ilustram a importância de reconhecer diferenças nos papéise accountability de educadores especiais e gerais e incentivar os formuladores de políticas areconsiderarem políticas uniformes de avaliação de professo","cbCaiotFXl03AjGR","https://ap.wps.com/l/cbCaiotFXl03AjGR","pdf",418352,26,"English","# Special Issue Context and Aim\n## How Educators Make Sense of Evaluation Policy\n## Sensemaking Framework and Study Design\n## Key Findings and Policy Implications","[{\"question\":\"What does the study examine about teacher evaluation reform?\",\"answer\":\"It compares how middle school special and general educators perceive and respond to evaluation reform, including formal classroom observations, informal walkthroughs, and student growth measures.\"},{\"question\":\"How do special educators’ experiences differ from those of general educators?\",\"answer\":\"Special educators experience conflict between major policy elements and how they understand effective instruction for students with disabilities, while special and general educators hold contrasting beliefs about evaluation appropriateness.\"},{\"question\":\"What policy implication do the findings support?\",\"answer\":\"The study emphasizes acknowledging differences in roles and responsibilities across special and general educators and encourages policymakers to reconsider uniform teacher evaluation policies.\"}]","Policies and Practices of Promise in Teacher Evaluation - Volume 28 Number 59 - April 13, 2020 | PDF",1792093745,66]