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Supervising and Coaching Special Education Teachers

Kristin Lilley

Master of Education in Educational Administration, Grand Canyon University

EAD 530- Improving Teacher Performance and Self-efficacy

Dr. John Gustafson

July 14, 2021

 Supervising and Coaching Special Education Teachers

Supervising and coaching special education teachers can look different depending on the

knowledge base of the principal. My experience with special education students includes

working with students with IEPs in small groups as a Learning Strategist. When coaching a

special education teacher, I will need to ask probing questions to gain insight of the lesson,

differentiation, assessment, and the specific needs of the students. Special education

encompasses students with a variety of academic, behavioral, and socio-emotional needs, and

school administrators may experience limits to the quality of feedback they are able to provide if

they are not well versed in the nature and needs of students with disabilities (Lawson &

Knollman, 2017).

Lessons and Student Needs

I would start a coaching conversation by asking the teacher to tell me more about the

specific learning disabilities and IEP goals of each student. Taking the time to learn about the

student’s specific needs will allow me to clearly observe the lesson and align my feedback with

the needs of the classroom. It is also important to know what specific accommodations I will

observe being provided to students to understand the progression and expected outcomes of the

lesson. “How do you plan your lessons to include providing accommodations to your students?”

and “What is your process for determining differentiated groups that align with IEP goals and

accommodations?” are questions I would ask to get more information regarding the students

needs. Next, I would ask the teacher to discuss the instructional strategies and activities they use

to engage their students and provide instruction at their level. “What instructional strategies do

you use to engage your students?” and “What is your process when choosing activities that are

both standards-based and cognitively appropriate?” are questions I would ask to learn more
about the lesson planning process of the special educator. I would expect their answer to involve

a variety of instructional strategies that include hands-on learning, repetition, and scaffolded

supports for their students. My coaching would ensure the teacher knows where to find

additional resources and offer my support in offering peer observations of instructional strategies

as needed.

Differentiated Instruction

A robust body of intervention research within the field of special education has

established that students with disabilities need direct, explicit instruction; ongoing and systematic

feedback; and should be taught in small, interactive groups (Bromwell et al., 2012). “What data

do you use to guide your differentiated small groups?” is the first question I will ask the teacher

to learn more about their differentiation process. A follow up question on timeliness of the data

would help to clarify how often the data is collected and how often the small groups are revised.

I would also like to learn more about the tools used to meet the needs of the students in their

small groups, so I would ask “What resources do you use to differentiate the standards for each

student at their cognitive level?” I would expect the teacher’s response to these questions to

include data from formative diagnostics and classroom activities. In my district, special

educators had support from an instructional assistant, so I would coach the team in providing

support through team teaching and small group instructional based on data.

Struggling Students

It is not uncommon for students to struggle with certain concepts. When the teacher sees

a student is struggling, it is important to address the concept quickly and provide explicit

instruction. Recognizing a struggling student requires the teacher to collect formative data to

show growth toward the objective. “What steps do you take to determine if your students have
met the objectives?” would be my first question for the teacher. Supporting the teacher in

collecting formative data to determine student success is the first step. Next, I would ask the

teacher “How do you address struggling students and reteach the material in a timely manner?” I

would expect the teacher to use exit tickets or formative assessments to determine the students’

level of understanding and make adjustments to their small group instruction to meet the needs

of struggling students. Having these conversations will help to guide my support for the teacher

as it relates to small group and intervention professional development.

Prior Knowledge

When new information enters the brain, it searches for familiar patterns and prior

knowledge (Walker & Education Partnerships, 2002). All students have prior knowledge, even

those with known learning disabilities. It is the responsibility of the teacher to provide

opportunities for all students to access their prior knowledge and develop that knowledge into

new learning. Walker & Education Partnerships (2002) suggests information should be presented

in a balanced format meeting as many learning styles as is appropriate. “How do you access

student’s prior knowledge during lessons?” and “What instructional strategies do you use to

ensure all learning styles are being met for your diverse learners?” are two questions I would ask

the teacher to learn more about how they develop student’s prior knowledge during a lesson. I

would expect the teacher to provide examples of anticipatory sets they use to access students’

prior knowledge. Pre-tests or quick checks are also ways the teacher can access student’ prior

knowledge. I would provide support through peer observations and collaboration amongst the

special education team if the teacher needs additional resources in this area.
 Classroom Management

Providing accommodations and modifications to instructional practices is an important

role of a special educator. Additionally, providing behavior interventions and modifications is

also necessary to achieve successful results with special education students. The self-efficacy of

teachers is a belief that they know how well students learn and how much they can influence

their students in learning (Dellinger et al, 2008). When meeting with special educators during a

pre-conference meeting, I will begin by ensuring they have the adequate training and resources

to manage the behaviors many of their students will exhibit. Brown & McIntosh (2012) discuss

lack of training has led to poor teacher efficacy with regards to inclusion strategy implementation

and classroom management, which can cause lifelong academic and social failures for students

with special needs. “What system do you use to manage the varying behaviors in your

classroom?” and “What assistance do you need from me to assist with classroom management

and inclusive strategies to support your students?” are questions I would ask to gain more insight

into the current actions of the teacher and further needs to increase self-efficacy. Providing the

teacher with time to meet with the Counselor and Psychologist can support their self-efficacy in

classroom management.

While my knowledge of teaching students with special needs is minimal, my role as an

administrator and coach will not be impacted by my lack of experience. Asking questions and

taking the time to learn more about the educator and their role as a facilitator of learning for their

students is an important step in coaching special education teachers. By learning about the

students and their specific needs, I can support the teacher in providing differentiated instruction

to meet the varying needs of their students.

 References

Brown, J. A. & McIntosh, K. (2012). Training, inclusion, and behavior: Effect on student-teacher

and student-SEA relationships for students with autism spectrum disorders.

Exceptionality Education International, 22(2), 77-88.

Brownell, M., Smith, S., Crockett, J., & Griffin, C. (2012). Inclusive instruction: Evidence-based

practices for teaching students with disabilities. New York, NY: Guilford Press.

Dellinger, A. B., Bobbett, J. J., Olivier, D. F., Ellett, C. D. (2008) Measuring teachers' self-

efficacy beliefs: Development and use of the TEBS-Self. Teaching & Teacher

Education, 24(3), 751-766. Retrieved from

http://dx.doi.org.lopes.idm.oclc.org/10.1016/j.tate.2007.02.010

Lawson, J. E., & Knollman, G. A. (2017). Evaluating special education teachers: School

administrators’ perceptions of the process. Journal of Special Education

Leadership, 30(1), 6–18.

Walker, K., & Education Partnerships. (2002). Using brain-based research to help students

with special needs. Education Partnerships, Inc.