Supervising and Coaching Special Education Teachers
Rachel Malley
Grand Canyon University
EAD 530: Improving Teacher Performance and Self-efficacy
Dr. Erwin
July 28, 2021
Supervising and Coaching Special Education Teachers
Lessons and Student Needs
To start off this pre-conference, I would let the teacher know that this meeting will be
more informal and the purpose is to have a conversation so that I can develop an understanding
of what their lesson will be like when I observe. I will start by asking the teacher to tell me about
their lesson including what are some things that I will see when I am observing the class. Next, I
would ask the teacher what their learning goal and objective is for their students. I could assume
the teacher would respond by saying she has various objectives and goals for their students based
upon their needs. Then, I would ask the teacher what types of activities will be taking place
during this lesson and how these activities set up the students for success. I could assume the
teacher will say there are various activities and many hands on tools being given to their
students.
Additionally, I will want to know how the teacher is modifying her lessons to meet her
students' needs. I would ask the teacher to give an example of how the assignment will be given
to “student A” given their IEP. At this time I will be sure to listen and understand what the
teacher is explaining. Even though I may want to give suggestions, I feel at this time it is
important to just go by what the teacher is saying. Lastly, I would ask the teacher how “student
b” will reach their learning goal given their disability.
Differentiated Instruction
Furthermore, differentiating instruction within a lesson is a way to lead your student to
succeed. Special education teachers should be modifying their students' assignments based upon
their IEP. In addition to the IEP, a student may need their assignment differentiated to
accommodate them even more than their IEP states. I would ask the special education teacher
how they are going to differentiate the assignment “student a” and make sure it still aligns with
their IEP. According to Weselby (2021), teachers can deliver a lesson to their students at varying
levels of difficulty based upon the needs of each student. By teaching this way, the teacher will
be sure they are accommodating all their students and giving them the best possible learning
experience.
Struggling Students
I will then go into asking the teacher about their struggling learners. During a lesson,
there are going to be students that will always struggle but as a teacher it is important to have a
solution immediately. As an educator, you must pre-plan and assume the areas where your
students could struggle and plan many alternative ways to get them to reach their end goal. I
would ask the teacher how she plans to guide her struggling learners during the lesson.
Additionally, I will ask the teacher how will you keep the other students engaged in the lesson
while you are addressing the struggling student.
Prior Knowledge
Finally, I will ask the teacher if the students have learned about the topic they will be
learning about. According to Ferlazzo (2018), “Students learn better when they first access what
they already know.” I would also ask if the students have a strong understanding of the topic
from when they last learned about it. Then I would ask the teacher how using prior knowledge
helps to plan for this lesson. As a general education teacher, knowing the students prior
knowledge gives you an idea of how in-depth you need to go with teaching about the topic.
Sometimes you will need to do a mini review in the beginning of the lesson to guide their
thinking.
Classroom Management
Lastly, I believe that a strong classroom management is the first key to success in any
classroom. “Classroom management is a process, as well as a set of skills and strategies, that
teachers and schools use to create and maintain appropriate behavior of students in the
classroom” (Mellish, 2018). Without classroom management the students are unable to learn and
stay focused. I would ask the teacher to explain the behavior management system that they have
been using in their classroom. Also, I would ask if the students receive any rewards for positive
behavior. Lastly, I would ask if there are any specific behavior plans for any students and have
the teacher explain what they entail.
References
Ferlazzo, L. (2018, March 29). Activating Prior Knowledge With English Language Learners.
Edutopia. https://www.edutopia.org/article/activating-prior-knowledge-english-
language-learners
Mellish, T. (2018, December 15). How Does Classroom Management Promote Student
Learning? Indiana Retired Teachers Association. http://info.retiredteachers.org/blog/how-
does-classroom-management-promote-student-learning
Weselby, C. (2021, April 30). Differentiated Instruction: Examples & Classroom Strategies |
Resilient Educator. Resilient Educator. https://resilienteducator.com/classroom-resources
/examples-of-differentiated-instruction/
