Ead 530 Clinical Field Experience C Special

Education Teacher Observation and

Feedback

Ead 530 Clinical Field

Experience C Special
Education Teacher
Observation and
Feedback
Anthony M. Porter
August 16. 2023
EAD 530
Dr. Peter Koza
 Ead 530 Clinical Field Experience C Special
Education Teacher Observation and
Feedback

During the observation, my mentor and I were able to see the differences in how

observations were conducted with special education teachers and the general education teachers.

Mr. Mays informed me that he has had his fair share of working with special education teachers

but does not possess the knowledge that he wishes he had. When it comes to certain things that

he has no knowledge of he seeks information from the ESE (Exceptional Student Education)

coordinator and the ESE teachers to make sure that he is up to date with some of the changes that

are taking place In the ESE world. Mr. Mays admitted to me that when professional

developments are offered on ESE courses, he often finds himself in those courses because he

knows that he needs the training to make him a well-rounded administrator. Mr. Mays stressed

the importance of feedback he provides to the students and the feedback he receives from them.

All the observation tools that are being used by all teachers and there is no difference in the

questions that are being asked or provided. The questions that are being asked are generic

questions like “Do you have a lesson plan, are there any modifications that you need to make to

your lesson plan, do you have a behavior matrix in your classroom and how do you handle

unwanted behavior? The formal observation tool is a series of questions and a rubric to see if the

teachers are aligning their lessons with the standards provided by the district. The feedback

given after the observation focused on what was seen in the classroom. During the post
 Ead 530 Clinical Field Experience C Special
Education Teacher Observation and
Feedback

conference, it is important to give the teacher as much information as possible as this will tell

them what needs to be fixed.

The one thing that I want to take away from this is knowing the type of principal that I would

like to be, knowing that I am supportive to all staff and the level of support that I will be able to

provide under 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 student” (National, 2015). Making sure the knowledge and support that I provide to my

staff and students is accurate and will be able to make them better is the sole purpose of my job.
 Ead 530 Clinical Field Experience C Special
Education Teacher Observation and
Feedback

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