Professional Documents
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Supervising and Coaching Special Education Teachers
Supervising and Coaching Special Education Teachers
Supervising and Coaching Special Education Teachers
Catherine Borowski
planning and consideration of the unique needs of both the teacher and the students. I crafted the
following questions to guide the pre-conference discussion, providing insights into the teacher's
planning, instruction, and support for students with special needs. In addition, the anticipated
1. What are the specific learning objectives for this lesson? How do these objectives align
Teacher response: "The main objective of this lesson is to help students with diverse abilities
grasp the concept of fractions. I've aligned it with the state standards for special education,
2. How have you adapted state standards to meet the diverse needs of your students with
IEPs?
Teacher response: "I've adapted the state standards to cater to the specific needs outlined in the
IEPs. For example, for a student with a specific learning disability, I've modified the language
3. Can you describe the instructional activities planned for the lesson and how they cater to
Teacher Response: "The activities include hands-on manipulatives, peer collaboration, and
4. How will you assess student understanding and progress during and after the lesson?
3
Teacher Response: "I plan to assess understanding through verbal responses, written work, and
5. What materials and resources will you use, and how have you ensured they are accessible
Teacher Response: "I've selected materials that are both engaging and accessible. Visual supports
and assistive technology tools are included for students who require them."
objectives, standards, and activities with the unique needs of special education students. I might
Differentiated Instruction
1. How do you plan to differentiate instruction to meet the diverse needs of students in your
class?
Teacher Response: "My differentiation plan involves tiered assignments, flexible grouping, and
varied instructional strategies. I consider the accommodations specified in the IEPs, such as
2. Can you share some specific accommodations outlined in your students' IEPs, and how
Teacher Response: "For a student with a visual impairment, I'll provide materials in braille, and
for another student with ADHD, I'll allow movement breaks to support focus."
3. Are there specific disabilities or challenges among your students that you are particularly
Teacher Response: "I'm particularly mindful of the challenges associated with dyslexia and have
individualized instruction and discuss potential strategies for effective differentiation. I might
Struggling Students
1. In which areas do you anticipate students may struggle during this lesson, considering
Teacher Response: "I anticipate some students may struggle with abstract concepts. I've planned
additional concrete examples to address this and will provide extra support during independent
practice."
2. What proactive strategies do you have in place to address these potential challenges?
Teacher Response: "I have a set of visual cues and additional resources ready for students who
may struggle. Additionally, I'll collaborate with the special education paraprofessional to offer
one-on-one support."
3. How do you plan to provide additional support to students who may need it?
Teacher Response: "During the lesson, I'll circulate the room, checking in with students and
Coaching Approach: During the pre-conference, I would encourage the teacher to share insights
into potential challenges and collaboratively explore strategies for addressing them. I might offer
Prior Knowledge
1. How well do you understand your students' prior knowledge related to the content of this
lesson?
Teacher Response: "I've conducted a pre-assessment to gauge students' prior knowledge of basic
fraction concepts. This information has guided my instructional planning to ensure I build upon
their knowledge."
2. How has your awareness of students' prior knowledge influenced your instructional
Teacher Response: "Understanding their prior knowledge has influenced the pacing of the lesson
and the depth at which I'll cover certain concepts. It helps me tailor my approach to meet the
Coaching Approach: During the pre-conference, I would discuss the importance of building upon
students' prior knowledge and explore strategies for assessing and incorporating this knowledge
into the lesson. I might recommend methods for pre-assessment or formative assessment.
Classroom Management
1. What is your general classroom management plan, and how is it tailored to the needs of
Teacher Response: "My classroom management plan is centered around clear expectations,
positive reinforcement, and consistent routines. I've also implemented a visual schedule to
2. Are there any students with specific behavior intervention plans, and how do you plan to
Teacher Response: "A couple of students have behavior intervention plans. As their plans outline,
I'll follow the specified strategies, such as providing verbal cues or offering a designated space
Coaching Approach: I would discuss the teacher's approach to classroom management and
behavior support during the pre-conference. I might provide feedback on proactive strategies and
References
Friend, M., & Bursuck, W. D. (2019). Including students with special needs a practical guide for
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom.
ASCD.
Villa, R. A., & Thousand, J. S., & Nevin, A.I. (2016). A guide to co-teaching: new lessons and