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Supervising and Coaching Special Education Teachers

Jorge Romero II

College of Education, Grand Canyon University

EAD-530: Improving Teacher Performance and Self-efficacy

Dr. Joanie Hudson

December 8, 2021
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Supervising and Coaching Special Education Teachers

Lessons and Student Needs

The first question I would ask the teacher on a lesson component would be to describe the

objectives of the lesson. I would expect her to align the objectives to standards and proficiency

map for the district. A second question I would ask is how she will incorporate small grouping

opportunities for students to collaborate. One answer I would predict is assigning homogeneous

grouping that places students with similar needs together to support their growth simultaneously.

As Susan Patrick noted on the impact of homogeneous grouping in classrooms (2020), “it is an

effective strategy that allows teachers to better tailor their instruction and materials to the needs

of their students” (p. 612). Then, I would ask her how she will assess students, including the

differentiated strategies she will use to align with students’ needs. The expected response would

be providing a variety of assessments including visual demonstrations, written papers,

exhibitions, projects, journals, or tests.

One question I would ask to gain information on students would be a list of the specialized

instructions that students need along with accommodations that the teacher applies to support

each student. A suitable answer would be providing each student’s name, the specific disability

they have, and ways she ensures students learn the material appropriately. Another question I

would ask is what related services students are receiving to analyze how she provides instruction

to each student and how it addresses their needs. I would predict her answer to include speech-

language pathology, interpreting services, or physical/occupational therapy.

Differentiated Instruction

One question I would ask the teacher on instruction differentiation is what sources she

uses to decide what instruction works effectively for each student. One response could be using
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students’ needs, personal interests, profile, or data from formative and summative assessments.

As well, I would ask her how she differentiates the learning environment. One way she might

respond is by having areas within the classroom where students take academic breaks, quiet

reading time, small grouping tables, and cool down spots for students misbehaving. Additionally,

I would ask how she differentiates instruction while assuring that students are learning the same

standards and objectives. One answer could be addressing the same learning targets using

different activities that provide comprehension opportunities towards the same outcome.

Struggling Students

One question I would ask the teacher is to share areas where students are excelling and

areas of improvement that are a priority to gain progress. Her answer would be focused on

cognitive, emotional, affective, and behavioral areas that build an all-round educational

experience. Furthermore, I would ask her what intervention plans she has in place to address

these needs. This could include implementing one on one instruction opportunities for students,

small group activities, or assigning the supporting teacher to provide supplemental guidance and

instruction. An additional question I would ask to demonstrate my commitment to support her

classroom is gathering resource suggestions that I could provide to support areas of needs or

learning environment. Her response would include receiving additional tools to enhance learning

in the classroom, research-based strategies to address specific needs of students, or strategies to

help parents be involved in the educational experience of students. As illustrated by Olusegun

Emmanuel Afolabi (2014), “effort should be directed toward promoting family-school

connections that see parents and teachers as collaborators and key influential in tackling learners’

needs and at the same time responsible for academic achievement” (p. 205). While instructional
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tools are important to support student learning in the classroom setting, parent involvement will

help enhance continuous learning outside of class.

Prior Knowledge

The first question I would ask the teacher on a student’s prior knowledge is how she

determines pre-existing knowledge of students. I predict her answer would include discussions

with the class on experiences, sharing current expertise, connecting the incoming topic to past

units, or using graphic organizers to help students expand their knowledge. Another question I

would ask the special education teacher is what critical questions she asks herself prior to

developing a prior knowledge assessment. I predict her answer would be checking a student’s

previous data on performance, reviewing student profile and background, and analyzing areas of

success and areas of need. A third question I would ask is what methods are effective in her

classroom to activate prior knowledge and improve grasp of content. As noted by

Courtney Hattan and Patricia A. Alexander when discussing the importance of prior knowledge

(2020), “prior knowledge and its activation are crucial to the process of comprehension” (p.

1619). The teacher would answer by providing current practices that might include concept

maps, portfolios, content of prior classes, journals, and tests.

Classroom Management

The first question I would ask the teacher is her vision of a successful classroom

environment and culture. Her answer would address a student-centered class, distraction-free,

advocate of empathy and kindness, and supportive of student learning and engagement.

The second question I would ask her is to share key aspects of her classroom management plan

and how it ensures that students experience a positive educational experience. This would
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correlate to students being engaged, minimum behavior issues, an inclusive setting for all

students, and a challenging curriculum.

The third question I would ask is what behavior intervention plan she has established that

addresses each student’s profile. The predicted answer would include an assessment on each

student’s behavior problem, possible reasons this behavior occurs, and strategies to improve the

behavior. Also, she might include a goal system to assess student progress or determine what

strategies are being effective.

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References

Afolabi, O. E. (2014). Parents’ involvement in inclusive education: an empirical test for the

psycho-educational development of learners with special education needs

(SENs). International Journal of Educational Administration and Policy Studies, 6(10),

196–208.

Hattan, C., & Alexander, P. A. (2020). Prior knowledge and its activation in elementary

classroom discourse. Reading & Writing, 33(6), 1617–1647. https://doi-

org.lopes.idm.oclc.org/10.1007/s11145-020-10022-8

Patrick, S. (2020). Homogeneous grouping in early elementary reading instruction: the challenge

of identifying appropriate comparisons and examining differential associations between

grouping and reading growth. Elementary School Journal, 120(4), 611–635. https://doi-

org.lopes.idm.oclc.org/10.1086/708666