Supervising & Coaching

Supervising and Coaching Special Educations Teachers Lessons and Student Needs 

As a principal preparing to observe a special educations teacher, I will want to know several aspects about the class and students before my observations.  Thus, in our pre- conference I would ask the basic questions of what is the learning objective? How will students learn the objectives? What methods and strategies will be used to implement the learning objective?  How will you scaffold to help students who do not understand what to do?  How will students be assessed of the learning objectives? What is the student - teacher ratios?  Are the students grouped by their needs?  Are there any student’s disabilities that will affect the learning of others? What should I know before the observations? 

Expectations 

I expect the teacher to explain that the learning objectives are state and common core standards and since the students have the same needs in their IEP, they were grouped together of 4-1 ratio. I expect the teacher to explain the needs and background of the student, their behavior, disabilities, IEP goals and trigger points if any.  I also expect the teacher to explain the methods/ strategies such as “direct instructions, intense and repetitive” as mentioned by Jones, & Brownell. (2014) and what method of assessment will be used? 

Differentiated Instruction 

As our pre- conference continues, I would ask the teacher how will differentiate instructions be implemented and what should I see students doing? What activities will engage the students to meet the objective? What assessments will take place and how will the students move if mastered the learning objective or need reteaching. The response should include direct and explicit instructions that have students reading, writing completing math problems or an activity with manipulatives to show their understanding of the concept. It should also show scaffolding, modified work, tools to assist with mastery, adapted materials, and informative assessments (Rashid, Manzoor, & Khalid, 2024). Thus, reteaching, and next steps for adjustments to student’s needs and achievements, higher level thinking. 

Struggling Students 

Based on the answers above I would ask what indicators will be used to identify students who are struggling? How will data help identify student’s needs and success?  What modifications will be used? I believe the instructor will indicate that there are several ways to identify if students are struggling.  Several might be to ask questions which allow students to give a direct response, write a response, talk- share- explain or complete a problem.  I believe these informal assessments will allow the teacher to identify reteaching opportunities for struggling students. 

Criteria Description 

I consider the role and responsibilities of the teachers to be great because they need to fully understand the needs of the students and effectively plan how to implement the learning objectives. Thus, the questions would be based on how the teacher planned the student’s lesson that aligned with the goals and standards. How will this be demonstrated and effectively carried out? What materials are used to help monitor and how will the materials modify the learning? Since student’s needs are different what assessments will be used to accurately demonstrate the student’s learning and the ability to move forward or reteach? 

I expect the teacher’s reply to be based on Katsafanas (2007) article which described how valuable planning impacts learning.  Planning requires understanding the “specific objective” to clearly connect and implement their needs and abilities to the lesson. Thus, each student is different, and each plan is catered to their individual abilities and assessments.  Therefore, based on previous assessment and prior knowledge, the content and materials used will be appropriate for each student’s individual needs and goals. Examples would include but not limited to asking and answering questions, writing, peer share, completing tasks and mastering materials. Each student’s mastery will be determined based on the student’s goals and abilities. 

Classroom Management 

What are the class’s expectations for learning? What are the class rules? What are the behavior expectations and procedures? What are the consequences for not following the expectations? I believe the instructor will indicate the class rules and expectations are posted and students are reminded daily of the norms and procedures.  Also, the teacher will indicate that they are using PBIS and reward students who are engaging and following the norms. However, if students are not complying with the rules, then the teacher will reschedule their service time and have a 1-1 session where more direct and individualized lessons can be implemented, their minutes counted, and goals are met. If the students are not following the rules, then parents will be called, and a meeting will take place. 

References Johnson, E. S., & Semmelroth, C. L. (2015). Validating an Observation Protocol to Measure Special Education Teacher Effectiveness. Journal of the American Academy of Special  Education Professionals, 99, 119. 

Jones, N. D., & Brownell, M. T. (2014). Examining the Use of Classroom Observations in the Evaluation of Special Education Teachers. Assessment for Effective Intervention, 39(2), 112-124. https://doi.org/10.1177/1534508413514103 

Katsafanas, J. D. (2007). The roles and responsibilities of special education teachers (Doctoral dissertation, University of Pittsburgh). 

Rashid, A., Manzoor, A., & Khalid, M. U. (2024). Examine the Level of Awareness about differentiated Instructions among Special Education Teachers. Pakistan Social Sciences  Review, 8(1), 139-147.