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Supervising and Coaching Special Education Teachers
Erin Druce
EAD 530
12/14/2022
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1.What questions might you ask about their lessons (i.e., objectives, state standards being
addressed, activities, assessments, and materials)?
What lesson will I see today and what is your objective?
o Today you will see subtraction within 10 being taught. This is the Utah Common
Core Standard 1.OA.1. My objective is that students will be able to use different
strategies such as drawing pictures, using manipulatives or fingers to solve basic
subtraction problems. Studies show that students with disabilities can still be
successful with differing learning strategies (Rogan et al., 1995).
What materials/manipulatives will I see you use today?
o I will be letting the students use number lines, counting cubes, tens frames and
blocks if needed. Each teacher will have the tools and supplies ready in their
group. Teachers will use manipulatives to help the students take away.
I expect to hear a variety of answers since I observed the small group time and since she teaches
grades 1st-6th in her life skills class.
2.What questions might you ask that would provide you with information about the
students’ IEPs, accommodations, specific disabilities, etc.
Briefly describe any student needs I may see today that are IEP accommodations.
o You will see several students using a wobble chair to help them remain seated and
focused. You will see shortened lessons with some students receiving multiple
breaks. I have students who have autism and they wear noise canceling
headphones.
How do you plan the instruction for so many differing students' needs and ensure their
accommodations are being met?
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o Looking at their IEP goals and teaching similar/same topics at the same time.
Also using my aids to help me organize and teach all of the different lessons to
meet their needs.
3.What questions might you ask to identify the teacher's plan to differentiate instruction?
What instructional strategies will you be using or do you use regularly to differentiate
instruction (maybe something I may not see today)? How do you plan the instruction for
so many differing students' needs and ensure their accommodations are being met?
o You will see multiple different groups learning different skills based on their
IEP/Academic needs. I use technology to help differentiate instruction.
Technology is a great way for me to meet all of the differing needs of my students
since there is only one of me. (Stern, 2015)
How do you plan the instruction for so many differing students' needs and ensure their
accommodations are being met?
o When looking at my students IEP goals, I try to build small groups off of their
needs but a lot of times during our small groups, each student in the small group
is getting their own differentiated personalized lesson for what they need to meet
their IEP goals.
4.What questions might you ask to identify areas where the teacher believes students
struggle, and how the teacher will address these areas?
o Where do you anticipate your students will struggle in this lesson and what will
you do to address them?
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I think they will struggle with the story problems of subtraction. They can
use the manipulatives but then when they have to apply the knowledge or
do not have the written equation they struggle. I will use a lot of modeling
and I do, We do, You do to build this skill.
5.What questions might you ask to determine the teacher’s understanding of students’
prior knowledge and how, if at all, it has guided the instructional planning for this lesson?
How do you assess student knowledge of the subject matter?
o I use informal assessments or I usually read aloud written assessments. I use the
technology portion of our programs for the older students.
6. What questions might you ask to determine the teacher’s classroom management plan
and any behavior intervention plans for individual students?
What does your classroom management look like? What strategies do you use?
o I use visual timers that help my students know how long certain activities are like
small groups and that helps them. I provide a set schedule that helps them know
what is happening. I provide individual motivators like ways to earn items like the
treasure box for certain on-task behaviors (Lindberg et al., 2006).
In what ways do you provide behavior interventions for your students?
o My classroom management hinges on my room arrangement and organization. I
have so many kids going different directions throughout the day that my
management hinges on this. I have to be extremely organized to be able to make
sure everyone gets to the right place at the right time. Once that is set up then I
can provide behavior interventions that are similar to general education but on a
more patient, smaller scale (Lindberg et al., 2006).
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References
Rogan, J., & And Others. (1995). Facilitating Inclusion: The Role of Learning Strategies to
Support Secondary Students with Special Needs. Preventing School Failure, 39(3), 35–39.
Stern, J. (2015, March 30). Enhancing learning through differentiated technology. Edutopia.
Retrieved December 12, 2022, from https://www.edutopia.org/blog/enhanced-learning-
through-differentiated-technology-julie-stern
Knight, J. (2014). What You Learn... When You See Yourself Teach. Educational Leadership,
71(8), 18–23.
Jill A. Lindberg, Judith Walker-Wied, & Kristin M. Forjan Beckwith. (2006). Common-Sense
Classroom Management for Special Education Teachers, Grades K-5. Corwin.
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