As a principal, you will be responsible for observing and evaluating special education teachers. This process will include pre-conferences, observations, and feedback. To maximize effectiveness, this process must be collaborative, clear, and complete.
Allocate at least 1 hour in the field to support this field experience.
In collaboration with your principal mentor, attend a pre-conference and formal observation of a special education teacher. With your principal mentor, collaboratively reflect upon the teacher’s performance including agreed upon ideas for enhancing instructional delivery and student learning outcomes. Discuss how feedback would be delivered in a post-observation conference. In addition, examine the formal Assessment tool, policies regarding how the tool is administered, how ratings are assigned, how and with whom results are shared, and what happens with the results? Are any of these different for a special education teacher compared to the general educator?
Use any time remaining from this field experience assignment to Help the principal mentor and, provided permission, seek opportunities to observe and/or Help the principal mentor.
Summarize your experience collaborating with your mentor to provide post-observation feedback in a 250-500 word reflection. Include an examination of the formal Assessment tool, policies regarding the tool, ratings, and results. Incorporate PSEL Standard 5 into your reflection and describe how you will apply what you have learned to your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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During my field experience with my principal mentor, I had the opportunity to attend a pre-conference and formal observation of a special education teacher. My mentor and I collaboratively reflected upon the teacher’s performance, discussing their strengths and areas for improvement. We also discussed ideas for enhancing instructional delivery and student learning outcomes, and agreed on a plan for delivering feedback in a post-observation conference.
One aspect of the observation process that stood out to me was the use of the formal Assessment tool. My mentor and I examined the tool, as well as the policies surrounding its administration and the assignment of ratings. We also discussed how the results of the Assessment would be shared with the teacher and others, and what would happen with the results.
I was interested to learn that the Assessment process for special education teachers may differ slightly from that of general educators. For example, special education teachers may have additional considerations or accommodations made in the Assessment process, given the unique needs of their students.
My experience collaborating with my mentor to provide post-observation feedback was valuable and helped me to better understand the importance of clear, collaborative, and comprehensive Assessment in supporting teacher growth and student learning.
In terms of PSEL Standard 5, I learned about the importance of ethical and professional conduct in the Assessment process. This includes treating all stakeholders with respect and fairness, and using valid and reliable Assessment tools and processes. As I move forward in my professional practice, I will strive to uphold these principles in my own Assessments and observations of educators.
