Running head: CLINICAL EXPERIENCE C: SPECIAL EDUCATION TEACHER 1

OBSERVATION & FEEDBACK

Clinical Experience C: Special Education Teacher Observation & Feedback

Lekisha Morris

Grand Canyon University: EAD 530

4/20/2021
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FEEDBACK
Summary of Collaboration Experience/Evaluation Tool

During this assignment, I was able to discuss with my mentor if they have any differences

in how they conduct observations with special education teachers and the general education

teachers. My mentor shared with me that she doesn’t have a lot of knowledge of special

education, so she does have to reach out to the teachers and seek additional information to gain

more knowledge in the area. Due to her not being that knowledgeable in special education, she

admitted that this is an area that she needs to seek more professional development in so that she

can conduct more effective observations and provide better feedback to help aid in the success of

the special education teacher as well as the students. Currently, the same observation tool is

being used for all teachers and there is no differentiation in the questions that are being provided.

Typical questions such as how do you plan your lessons, what type of modifications do you have

to make, how do you manage classroom behaviors etc. are asked during the pre-conference. The

formal observation tool is a series of questions and the use of a rubric to see if the teachers are

aligning their lessons with the standards that have been provided by the district. The feedback

that is given after the observation focus on what was seen in the classroom. She explained that it

is always important to allow the teacher to reflect on how they did and them provide positive

feedback along with any suggestions that you would like to see in the classroom. These

observations are used to determine if the teacher will be placed on an improvement plan or if

they can be considered for a pay raise. So, it is important to provide the as much information as

possible during the pre-conference and the post conference.

PSEL Standard 5 & Implications for Future Practice

PSEL Standard 5 states, “Effective educational leaders cultivate an inclusive, caring and

supportive school community that promotes the academic success and well-being of each
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student” (National, 2015). To provide this, I feel that I would need more information and more

training on what special education teachers do and what strategies they use within the classroom.

I want to be able to provide them with the same understanding and support that I provide my

general education teachers. How can I promote success when I don’t understand what they do

and how they do it? I do not want to be in a situation where I am providing a disservice to my

staff because of a lack of knowledge on my behalf. Gaining the knowledge and building

connections with my staff is important with providing a supportive school community that will

promote academic success and well-being for my future students.

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Resources

National Policy Board for Educational Administration. (2015). Professional Standards for

Educational Leaders 2015. Reston, VA: Retrieved from: http://npbea.org/wp-

content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf