Rachael E. Gabriel is Assistant Professor of Reading Education, Neag School of Education, University of Connecticut, USA. Richard L. Allington is Professor of Education, Literacy Studies Program, University of Tennessee, USA.

• Preface1. Introduction Rachael E. Gabriel and Richard L. AllingtonSection I: Crafting Systems and Policies for Evaluating Literacy Instruction2. Evaluating the Structure and Content of Observation InstrumentsRachael E. Gabriel and Sarah Woulfin3. How the Tests Used in Evaluating Reading Misrepresent Student Development and Teacher EffectivenessPeter Afflerbach4. Considerations for Evaluating Instruction for English Language Learners Sultan Turkan5. The Practice and Evaluation of Culturally Responsive Literacy for English Language Learners in the 21st CenturyAlyson Lavigne and Tammy Oberg De La Gaza6. The Development of a Classroom Observation System for First-Grade Writing InstructionDavid Coker, Elizabeth Farley-Ripple, Huijing Wen, and Allison JacksonSection II. Examples of Alternative Systems/Approaches for Evaluating Literacy Instruction7. Using the School Change Observation Scheme to Support Effective Literacy InstructionDebra S. Peterson8. Assessing Literacy Teaching: Using the Text Environment as a Window into the Examination of Literacy PracticesMisty Sailors and James Hoffman9. The Use of Formative Assessment to Improve Instruction of English Learners and Evaluation of TeachersFrancesca López, Patrick Proctor, and Martin Scanlon10. What Does Effective Teaching Really Look Like? The Observations of Effective Teaching in Reading (OET-Reading) SystemsCarol Connor, Sarah Ingebrand, and Nicole Sparapani11. When Leadership Skills Are Not Enough: The Role of Principals in High-Stakes ObservationsSteven T. McAbeeContributorsIndex

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