ABSTRACT
This chapter describes the need for teacher evaluation reform. Educational scholars and policy makers assert that the nation’s children are in dire need of effective teachers. This assertion is bolstered by research demonstrating that no factor under a school’s control affects student outcomes more than the quality of the teacher in the classroom. The inquiry by scholars related to teacher evaluation models and culturally and linguistically diverse (CLD) learners led us to explore the intersection between culture, pedagogy, assessment, and evaluation. Irvine and Armento stress that culturally responsive pedagogy (CRP) is not a new concept; it has been widely implemented in schooling for White students. Consequently, the dominant culture has benefited from CRP for centuries. Scholars call on educators to enact CRP for historically marginalized CLD learners. The term “culturally responsive” is often used synonymously with the terms culturally relevant, culturally congruent, culturally appropriate, and culturally compatible teaching.
