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 evaluation 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 assist the principal mentor and, provided permission, seek opportunities to observe and/or assist 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 evaluation 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.Clinical Field Experience C: Special Education Teacher Observation and
Feedback – Rubric
Summary of Collaboration Experience 7 points
Criteria Description
Summary of Collaboration Experience
5. Target 7 points
Reflection substantially reflects on the collaboration with the mentor of the
teacher’s performance including agreed upon ideas for enhancing instructional
delivery and student learning outcomes, and how feedback would be delivered in a
post-observation conference.
4. Acceptable 6.09 points
Reflection soundly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
3. Approaching 5.18 points
Reflection shallowly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
2. Insufficient 4.83 points
Reflection inefficiently reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
1. No Submission 0 points
Not addressed.
Evaluation Tool 7 points
Criteria Description
Evaluation Tool
Collapse All
5. Target 7 points
Reflection includes a thorough examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
4. Acceptable 6.09 points
Reflection includes a clear examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
3. Approaching 5.18 points
Reflection includes a minimal examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
2. Insufficient 4.83 points
Reflection includes a weak examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
1. No Submission 0 points
Not addressed.
PSEL Standard 5 and Implications for Future Practice 14 points
Criteria De
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