Supervising and Coaching Special Education Teachers

Supervising and
Coaching Special
Education
Teachers
Anthony M. Porter II
August 16, 2023
EAD 530
Dr. Peter Koza
 Supervising and Coaching Special Education Teachers

After spending time with the ESE (Exceptional Student Education) Coordinator at the

school and other special education teacher (SPED) for a pre-conference, before the conference

took place, I produced questions to ask them, and for each of those questions the answers that I

would expect to hear from those teachers.

When conducting the observations, it is important to make sure and ask questions about

the makeup of the classroom and the students in the class. This gives you a chance to know what

you need to look forward to in that classroom.

Some questions that I might ask about the lesson with the response I am hoping for are:

1. What is the objective of your lesson and the standard being covered? The lesson objective
would be what the state and district have stated for us to do.
2. How will student learning be assessed? The students will be assessed through informal and
formal assessments. The students will also have to provide exit tickets “For students to be
actively involved in their learning, they must understand a learning goal, aim for it, and use
assessment evidence along the way to stay on course.” (Lazarus, S., 2017)
3. What is the make-up of the classroom? The makeup of the classroom is based off the students
with IEPs (Individual Education Plan) and 504 plans. Students will be placed based off learning
levels as well.
4. How do you plan to meet the needs of all your students? The best way for me to meet the
needs of the students in my class is through scaffolding differentiation of instructions and their
accommodations. “A well-designed differentiated lesson will include some of the following: A
strong visual component, collaborative activities, peer coaching, a multi-sensory approach to
presenting information and differentiated assessment based on strengths.” (Webster, 2018)
5. What areas do you feel will be the strongest during your observations? The areas that will be my
strongest during my observation will be the areas where you see the most learning happening
during collaboration with other students.
6. What is an area that you feel you need improvement in? The one that I need to improve on
would be my classroom management because with so many things going on sometimes I get
flustered.
7. What previous lesson did you teach this year that tied into the standards to help with this
lesson? Ensuring students can access prior knowledge when going to a new lesson ensures they
are learning in your classroom. Accessing prior knowledge allows the students also show the
teacher that the lesson that was presented is memorable and should be used again.
 Supervising and Coaching Special Education Teachers

8. What type of reinforcement program are you using for your classroom? We have PBIS rewards,
and we also have a behavior matrix that we abide by. Students know the matrix is made for
them and the classroom rules are to be followed.
References

Lazarus, S., B. S. (2017). Formative Assessment for Students with Disabilities. Retrieved
September 30, 2021, from https://www.ccsso.org/sites/default/files/2017-
12/2013_INTASC_Learning_Progressions_for_.
Webster, J. (2018, August 27). Differentiating for success in an inclusive classroom. ThoughtCo.
Retrieved September 30, 2021, from https://www.thoughtco.com/differentiation-
instruction-in-special-education-3111026.