Supervising and Coaching Special Education Teachers 530 ASSIGNMENT #1:

In the coaching cycle, the pre-conference sets the tone for the teacher coaching and development process. It is during the pre-conference that expectations are made clear and the details of the process are discussed. Thoughtful principals will prepare ahead of time for the pre-conference, to consider the unique needs of the teacher with whom they will be meeting.
In this topic’s field experience, you will be conducting a pre-conference with a special education teacher. Before the pre-conference, write a 500-word summary developing the following questions. For each question, describe the responses you would expect to receive from a special education teacher, and how you might coach that teacher during the pre- or post-conference.
· What questions might you ask about their lessons i.e., objectives, state standards being addressed, activities, assessments, and materials? What questions might you ask that would provide you with information about the students’ IEPs, accommodations, specific disabilities, etc.

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· What questions might you ask to identify the teacher’s plan to differentiate instruction?
· What questions might you ask to identify areas where the teacher believes students struggle, and how the teacher will address these areas?
· What questions might you ask to determine the teacher’s understanding of students’ prior knowledge and how, if at all, it has guided the instructional planning for this lesson?
· What questions might you ask to determine the teacher’s classroom management plan and any behavior intervention plans for individual students?
· Provide a minimum of three scholarly resources to support your response. RUBRIC:
· (15) Lessons and Student Needs: Questions and expected responses thoroughly address the lesson components and information regarding the students’ IEPs, accommodations, and specific disabilities.
· (15) Differentiated Instruction Questions and expected responses insightfully address the teacher’s plan to differentiate instruction.
· (15) Struggling Students: Questions and expected responses professionally identify areas the teacher believes students struggle and how the teacher plans to address these areas.
· (15) Prior Knowledge Questions and expected responses thoughtfully determine the teacher’s understanding of student’s prior knowledge and how it guides instructional planning.
· (15) Classroom Management Questions and expected responses skillfully determine the teacher’s classroom management plan and any behavior intervention plans for individual students.
· (25) Documentation of Sources
Assignment #2: Has no RUBRIC:
Clinical C: Special Education Teacher Observation & Feedback: 530 A principal, you will be responsible for observing and evaluating special education teachers. This process will include pre-conferences, observations, and feedback. To maximize effectiveness, this process must be collaborative, clear, and complete.
· In collaboration with your principal mentor, attend a pre-conference and formal observation of a special education teacher, Raquel Hyer. With your principal mentor, collaboratively reflect upon Raquel’s performance including agreed upon ideas for enhancing instructional delivery and student learning outcomes. Discuss how feedback would be delivered in a post-observation conference. In addition, examine the formal evaluation tool, policies regarding how the tool is administered, how ratings are assigned, how and with whom results are shared, and what happens with the results? Are any of these different for a special education teacher compared to the general educator?
· Summarize your experience collaborating with your mentor to provide post-observation feedback in a 250-word reflection. Include an examination of the formal evaluation tool, policies regarding the tool, ratings, and results. Incorporate PSEL Standard 5 into your reflection and describe how you will apply what you have learned to your future professional practice.

Question possibilities:
· You have to be especially careful when observing self-contained classrooms. These are questions that I would ask in a pre-conference:
· 1. Is there a special place you would like me to sit during my observation?
· 2. Are there any functional issues you would like me to be aware of, for example, is there a child that I should not look in the eye etc.?
· 3. Which if any, children may have behaviors that you would like me to watch out for?
· 4. Is there a time of day that works better to observe than other times?
· 5. How can I best support you during this observation, and throughout the year?
· 6. What would you like me to be most aware of while you are teaching this lesson?
· Teaching children with special needs is thrilling, but you must be aware of situations that could trigger behaviors (Benedict, Thomas, Kimerling, & Leko, 2013). Also, being aware of strengths and weaknesses, and talking to other teachers about their experiences will be helpful.
· Reference
· Benedict, A. E., Thomas, R. A., Kimerling, J., & Leko, C. (2013). Trends in Teacher Evaluation. Teaching Exceptional Children, 45(5), 60–68. https://doi-org.lopes.idm.oclc.org/10.1177/004005991304500507
Some questions that I might ask in a pre-conference for special education teachers would be:
· What are your goals/objectives for the lesson?
· What are your expectations for the lesson?
· Is the content in the lesson new content or is it a continuation from previous lessons?
· How does this learning fit into the sequence of learning for the class?
· How will you engage students throughout the lesson? Small groups, partner work, whole class discussion protocols?
· How will you differentiate your lesson to meet the needs of all of your students?
· What modifications have you put in place to ensure equality in your classroom?
· How will you know if your lesson objectives were achieved?
· What are the assessments throughout the lessons? Will there be any quick checks throughout the lesson?
· Is there anything you would like me to specifically observe during this lesson?
According to Range, Young and Hvidston (2013), “The purpose of the pre-observation conference is to frame the upcoming extended observation and includes a discussion between principals and teachers concerning the objectives of the lesson, instructional strategies to be used during the lesson, methods by which students will be evaluated and how the lesson will be summarized” (p. 63). This purpose is fulfilled by the questions stated above. Since this pre-conference is with special education teachers, I asked a few more questions regarding modifications and differentiation. However, in general, I would also ask a general education teacher how they are differentiating their lesson. Also, by asking the last question I am aiming to gain a focus for the observation. I could go into the observation with a pre-determined focus, or I could have the teacher create the focus of the observation based on a specific area of strength or growth. Again, I would ask this question in a pre-conference regardless of the teacher’s specialty.
As an administrator, you have to keep in mind that students with disabilities may not yet demonstrate the types of responses or behaviors that a general education student might. For example, a student with an emotional disability may blurt out a negative comment to a peer, a student with a health impairment may not be able to attend to instruction for the same length of time as other students, or a student with a language or cognitive disability may not be able to ask questions and/or independently follow routines. Keeping these factors in mind, a special education teacher should show evidence in the pre-conference, observation and post conference that he or she has anticipated these kinds of challenges.
References
Range, B. G., Young, S., & Hvidston, D. (2013). Teacher Perceptions about Observation Conferences: What Do Teachers Think about Their Formative Supervision in One US School District? School Leadership & Management, 33(1), 61–77. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1004730&site=eds-live&scope=site.
Questions may include:
What will be the objective of your lesson? What will your students be working on to ensure the objective is met?
How do you ensure that every student in your classroom meets those objectives?
How do your students individual goals shape your lessons? How do you make sure your students meet those goals?
What strategies do you use to meet the needs of all your students? Why did you choose these strategies?
Are there any specifics to your classroom/set-up that you would like to share?

Danielson, C. (2016). Talk About Teaching! Leading Professional Conversations. Corwin Press.
Gatens, B. (2020). Why the Pre-Conference Is so Critical to Your Classroom Observation. Share to Learn. Retrieved from https://blog.sharetolearn.com/curriculum-teaching-strategies/classroom-observations-pre-conference-tips/

Supervising and Coaching Special Education Teachers 530 PAPER IDEAS:
During the pre-conference session to the teacher evaluation, principals thoughtfully prepare by asking certain defining questions. Expectations of the evaluation along with details of the process are made clear so that the coaching cycle is efficient, and proves a trustworthy meet. When evaluating a special education teacher, additional line-items need to be discussed.
Before getting started with any evaluation, the principal needs to know the audience. For example, evaluating a special education teacher who is in a self-contained classroom with severe special needs kiddos, will be a different talk than the experience and questioning a life skills classroom educator. For this paper, my principal and I met with Raquel Hyer, who is a Small Group Autism grades 4-6 teacher. Conducting a pre-conference with a teacher over a severe special needs unit is especially important, because their lessons move so quickly in order to keep their students engaged, so we would not have been able to take that time while students were present.
Students with special needs may require their work differentiated in a specific way to meet their IEP goals. While students with special needs may become proficient readers and writers, they should not be limited to this to show what they know.
Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths. When it comes to tests, there are other ways to show mastery than a multiple-choice test. Rubrics are a great way to create assessment tools for students to show they have mastered the material.
Technology can be especially helpful with special needs students. Access to computers, screen readers, and voice recognition software can help many students with special needs use technology more effectively. Other educational software programs, such as talking dictionaries and talking word processing applications, provide opportunities for students to improve their spelling, reading, and writing. An internet-based form of Kurzweil assists students with reading text, note taking and test taking. In addition, audio copies of textbooks can be downloaded onto their iPads so they can listen to textbooks on the bus.
Students learn best from their peers and many jobs require an ability to be a contributing member of a team. Collaboration is a skill that must be discussed before the lesson, so each group member has a clear idea of their role. It helps to give some focus questions ahead such as: Did everyone get a chance to speak and contribute? The teacher must monitor the groups to ensure that they are functioning appropriately.
Students working in cooperative groups have the benefit being exposed to the various learning strategies of others. Cooperative groups can be a comfortable place to have a voice in a small group setting and receive support from peers.
Some activities such as note-taking, making connections among ideas, asking questions, project planning, and time-management may have to be taught, because special needs students are not able to make the connections on their own. This may require step by step procedures to be explained. Students with special needs often have difficulty monitoring their own progress. Giving feedback will help students to reflect on their own work.
Organizing information is often a problem for students with special needs. Learning disabled students are often visual learners who respond well to information represented in graphic form. Concept maps, Venn diagrams, Cause-and-effect charts, Story Maps, T-charts, and Timelines can assist students to incorporate new knowledge. Multimedia such as pictures, charts, graphs, audio, and video can also be beneficial.
Providing reading materials on a particular topic, but written at different levels will allow a student with a reading disability to learn about the same topic as the rest of the class. It is not uncommon for students to misunderstand the instructions for an assignment. Keep the directions clear and concise
Most new content is delivered verbally, but students have strengths in different areas. They may be great illustrators, innovative builders and able to gather information visually on the internet. By using multi-sensory techniques to introduce new material, more of your students will retain it.
Having a peer helper can be mutually beneficial. Students with special needs can receive intensive one-on-one assistance and the peer tutor learns about different learning styles, modeling positive behavior and empathy. Peer helpers can also assist with creating study tools, editing written assignments and with collaborative activities. Linking newly presented knowledge to previous understanding is very important for students who have special needs. Know-Want to Know-Learn (KWL charts), discussions and questioning can help students use what they already know to understand new information. Students with reading problems find pictures and symbols easier to understand. Flashcards and pictures are useful to teach sight vocabulary, safety signs and new concepts.
Design lessons based on students’ learning styles. Group students by shared interest, topic, or ability for assignments. Assess students’ learning using formative assessment.
Manage the classroom to create a safe and supportive environment.
Examples of differentiating activities would include matching vocabulary words to definitions, reading a passage of text and answer related questions, thinking of a situation that happened to a character in the story and a different outcome, differentiating fact from opinion in the story, identifying an author’s position and provide evidence to support this viewpoint, and creating a PowerPoint presentation summarizing the lesson. Examples of differentiating the process include providing textbooks for visual and word learners, allowing auditory learners to listen to audio books, and giving kinesthetic learners the opportunity to complete an interactive assignment online. Examples of differentiating the end product would be those reading and writing learners could write a book report, visual learners could create a graphic organizer of the story. Auditory learners could give an oral report. Kinesthetic learners could build a diorama illustrating the story. Examples of differentiating the environment would be to break some students into reading groups to discuss the assignment, to allow students to read individually if preferred, to create quiet spaces where there are no distractions.
Pros
Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities. When students are given more options on how they can learn material, they take on more responsibility for their own learning. Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.
Cons
Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule. The learning curve can be steep and some schools lack professional development resources. Critics argue there isn’t enough research to support the benefits of differentiated instruction outweighing the added prep time. A special education teacher who provides specially designed literacy instruction for students with disabilities is held accountable for demonstrating the professional practices for Standard I
Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices. Professional practices for the accomplished and exemplary levels may seem difficult for the students to demonstrate. The accomplished professional practices for Standards 1ElementB state:
Students apply literacy skills and concepts. It may be difficult for some students with disabilities to demonstrate that they apply literacy skills at the same level as students who do not have disabilities. For example, for students with the most significant cognitive disabilities, the special education teacher and evaluator should refer to the EEOs. The determination should take place during the pre-conference discussion early in the year, and prior to observations or evaluation evidence/artifacts collection
The teacher regularly collects progress monitoring data to inform their instruction and next steps for students in meeting their IEP goals. Also, educators collect data on student’s performance in relation to enrolled grade-level expectations, taking into consideration any needed classroom/material adaptations. The teacher uses student performance and progress monitoring data to facilitate student’s meaningful engagement, participation and access to the general curriculum. The teacher holds students responsible for meeting/exceeding enrolled grade-level standards. The teacher uses lesson plans that reference enrolled grade-level academic standards. The teacher utilizes higher-level questioning strategies in order for students to fully demonstrate their depth of knowledge. The teacher gives students opportunities to articulate or self-select solutions, paths to learning and needed accommodations. The teacher provides opportunities for students to set their own goals and engage in self-monitoring. The teacher utilizes effective collaborative learning strategies for students to engage actively with peers to problem solve and/or produce assigned products. The teacher provides support for students to take active leadership roles within an assigned group. The teacher promotes inclusive learning practices in order for students to learn from each other.
· 1. Is there a special place you would like me to sit during my observation?
· 2. Are there any functional issues you would like me to be aware of, for example, is there a child that I should not look in the eye etc.?
· 3. Which if any, children may have behaviors that you would like me to watch out for?
· 4. Is there a time of day that works better to observe than other times?
· 5. How can I best support you during this observation, and throught the year?
· 6. What would you like me to be most aware of while you are teaching this lesson?
· What are your expectations for the lesson?
· Is the content in the lesson new content or is it a continuation from previous lessons?
· How does this learning fit into the sequence of learning for the class?
· How will you engage students throughout the lesson? Small groups, partner work, whole class discussion protocols?
· How will you differentiate your lesson to meet the needs of all of your students?
· What modifications have you put in place to ensure equality in your classroom?
· How will you know if your lesson objectives were achieved?
· What are the assessments throughout the lessons? Will there be any quick checks throughout the lesson?
· Is there anything you would like me to specifically observe during this lesson?
· Special education teachersshould provide individual aswell as progress monitoring thatsupports accelerated growth on individual learning targets.Discussion should also include the conceptof sufficienttime forlearning and student growth related to students with particular disabilities. Itisreasonable to expectthatdata is being collected specific to ongoing individual studentprogress. Results ofthis conversation lead to an agreement aboutwhich the students are thatthe evaluatorand special education teacher are using to compare for purposes of the evaluation.
· The Teacher: • Makes clear tostudents: o Purpose of thelesson. o Standards applicable to the lesson. o Conditions under which the goal/lesson objective is able to takeplace. • Uses specially designed instruction to assist students in meeting enrolled grade level expectation/EEO. • Collaborates on lessons/instructional strategies with their general education colleagues in order to meet the needs of all students. • Plans individualized instruction for students that other professionals implement/support (e.g. related serviceproviders, paraprofessionals,e
· Teacher: • Greets students at thedoor. • Creates an environment conduciveto learning for allstudents. • Understands and accommodates the unique learning needs of each student. • Clearly communicates the lesson objectives as appropriate for individual studentneeds. • Establishes learning targets individualized for age, developmental level, and learning levels ofstudents. • Provides meaningful feedback to students during and following lesson. • Provides explicitinstruction to enhancetheacquisition ofsocial and interpersonalskills. • Plans for and effectively manages transitions throughouttheday. • Provides opportunities forstudents to beconsistently engaged. • Supports student in making appropriatebehavioral choices. • Minimizes behavioral disruptions by use of positive behavioral supports. • Clearly articulates and posts classroom expectations. • Structures the classroom environment to maximize useof instructionaltime. • Demonstrates knowledge and use of a variety of behavioral intervention strategies which may include the development and implementation of BehaviorPlans. • Understands and is able to conduct Functional Behavioral
· The Teacher: • Provides immediateand constructivefeedback to students. • Provides families with ongoing progress updates and positive feedback about studentperformance. • Uses multiple channels of communication to ensure that families and significant adults areableto access and respond to feedback. • Addresses challenges and/or concerns with families as soon as they manifestthemselves, taking into accounttheage and developmental level of the student. • Provides communication to support appropriatepracticeathome. • Seeks input from families and studentforIEP. • Partners with families and significant adults to support student learning

· Reference
· Benedict, A. E., Thomas, R. A., Kimerling, J., & Leko, C. (2013). Trends in Teacher Evaluation. Teaching Exceptional Children, 45(5), 60–68. https://doi-org.lopes.idm.oclc.org/10.1177/004005991304500507

According to Range, Young and Hvidston (2013), Steve Bebee:
I could have the teacher create the focus of the observation based on a specific area of strength or growth.
What will be the objective of your lesson? What will your students be working on to ensure the objective is met?
How do you ensure that every student in your classroom meets those objectives?
How do your students individual goals shape your lessons? How do you make sure your students meet those goals?
What strategies do you use to meet the needs of all your students? Why did you choose these strategies?
Are there any specifics to your classroom/set-up that you would like to share?
What do you intend for the students to learn from this lesson? How will you know what they have learned after the lesson is concluded? All students are expected to learn.

Provide a minimum of three scholarly resources to support your response. RUBRIC:
(15) Lessons and Student Needs: Questions and expected responses thoroughly address the lesson components and information regarding the students’ IEPs, accommodations, and specific disabilities.
(15) Differentiated Instruction Questions and expected responses insightfully address the teacher’s plan to differentiate instruction.
(15) Struggling Students: Questions and expected responses professionally identify areas the teacher believes students struggle and how the teacher plans to address these areas.
(15) Prior Knowledge Questions and expected responses thoughtfully determine the teacher’s understanding of student’s prior knowledge and how it guides instructional planning.
(15) Classroom Management Questions and expected responses skillfully determine the teacher’s classroom management plan and any behavior intervention plans for individual students.
(25) Documentation of Sources

Clinical C: Special Education Teacher Observation & Feedback: 530 A principal, you will be responsible for observing and evaluating special education teachers. This process will include pre-conferences, observations, and feedback. To maximize effectiveness, this process must be collaborative, clear, and complete.
In collaboration with your principal mentor, attend a pre-conference and formal observation of a special education teacher, Raquel Hyer. With your principal mentor, collaboratively reflect upon Raquel’s performance including agreed upon ideas for enhancing instructional delivery and student learning outcomes. Discuss how feedback would be delivered in a post-observation conference. In addition, examine the formal evaluation tool, policies regarding how the tool is administered, how ratings are assigned, how and with whom results are shared, and what happens with the results? Are any of these different for a special education teacher compared to the general educator?
Summarize your experience collaborating with your mentor to provide post-observation feedback in a 250-word reflection. Include an examination of the formal evaluation tool, policies regarding the tool, ratings, and results. Incorporate PSEL Standard 5 into your reflection and describe how you will apply what you have learned to your future professional practice.

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