Clinical Field Experience C: Special Education Teacher Observation and Feedback

Note: Due to the pandemic, our school is currently doing distance learning. For this observation, we
were invited to the teachers online meeting with her students.
Location: Eisenhower high school
Teacher assignment: Self-contained classroom.
Class size: 13 students.
Number of instructional assistants: 7
Teaching experience: 17 years.

Formal Evaluation Tool Examination

According to my mentor, the same evaluation tools is used for all teachers.
The form is very straight forward. Teachers are evaluated on six standards:
1. Engaging and supporting all students in learning.
2. Creating and maintaining effective environments for student learning.
3. Understanding and organizing subject matter for student learning.
4. Planning instruction and designing learning experiences for all students.
5. Assessing student learning.
6. Developing as a professional educator.
The form includes a rubric to rate a teacher’s performance on each standard. The four possible ratings
are unsatisfactory, satisfactory with assistance needed, satisfactory, and exemplary. Below each
standard there is space for the evaluator to write evidence or lack thereof, to justify their final rating.

Teacher’s performance
This teacher has 17 years of experience and that was evident during the observation. The students in
the class have been with this teacher for many years, therefore, she knows their triggers and how to
engage them. Additionally, she has the proper materials and human resources to support every
student. When it comes to the second standard, the teacher has successfully established classroom
rules and procedures. Because every student is different, the teacher has been careful in designing
equitable rules and procedures. The teacher uses a modified curriculum for her students and is
knowledgeable about its scope and sequence. During her lesson planning, teacher recognizes her
students’ current academic levels and differentiates lesson accordingly. During the lesson, the teacher
uses multiple checks for understanding to ensure students are progressing. At the end of the lesson,
there is a closing activity to collect evidence of student understanding. Finally, this teacher is constantly
seeking out PD opportunities and continually collaborates with the district’s Board Certified Behavior
Analyst (BCBA) to learn research-based behavior strategies.

Feedback
The feedback was provided over an online meeting.
Since my mentor does not have a special ed. background, he focuses on the standards found in the
evaluation form and on listening to the teacher’s needs so he can provide support. The teacher makes a
request for a behavioral specialist to visit her classroom more often. In the past, the school has been
able to provide this support. Secondly, teacher wants PD for the instructional assistants. She believes
they should be trained on effective data collection and on strategies to deal with students. Teacher also
wants administration to look into the issue of instructional assistants calling-off multiple times. The last
recommendation my mentor gave the teacher is to transfer more students into the transition program
at the district’s continuation school. This is an issue because special ed. students who remained at our
school beyond their senior year are a negative indicator score for the school (it increases the school’s
number of 12+ students). However, this is not the teacher’s fault because parents have the choice to
keep their students at the high school until age 22. Many parents like the progress their students have
made in this teacher’s class so they keep their students in her class.

After the meeting, my mentor shared how special ed. teachers get two observations, one inside their
classrooms and one during an IEP. During the EIP, the teacher is evaluated on preparation and
professionalism. Teacher must have all data and documents ready to go before the meeting. Their
phones must be put away and they must be engaged. A current trend is for parents to bring advocates
to IEP meetings; therefore, lack of preparation or unprofessionalism can become grounds for a lawsuit.

PSEL 5. a) Build and maintain a safe, caring, and healthy school environment that meets the
academic, social, emotional, and physical needs of each student.

This is especially true when it comes to special ed. students because of the great need they have in
academic and social skills. In consequence, every special ed. teacher is responsible for establishing goals
for students to develop these two skill areas.

PSEL 5. b) Create and sustain a school environment in which each student is known, accepted
and valued, trusted and respected, cared for, and encouraged to be an active and
responsible member of the school community.

Special ed. students are valued and cared for, and in their classes they are taught life skills which can
help them to become independent and obtain a job.