In the coaching cycle, the pre-conference sets the tone for the teacher coaching and development process. It is during the pre-conference that expectations are made clear and the details of the process are discussed. Thoughtful principals will prepare ahead of time for the pre-conference, to consider the unique needs of the teacher with whom they will be meeting.
In this topic’s field experience, you will be conducting a pre-conference with a special education teacher. Before the pre-conference, write a 500-750 word summary developing the following questions. For each question, describe the responses you would expect to receive from a special education teacher, and how you might coach that teacher during the pre- or post-conference.
What questions might you ask about their lessons (i.e., objectives, state standards being addressed, activities, assessments, and materials)? What questions might you ask that would provide you with information about the students’ IEPs, accommodations, specific disabilities, etc.
What questions might you ask to identify the teacher’s plan to differentiate instruction?
What questions might you ask to identify areas where the teacher believes students struggle, and how the teacher will address these areas?
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?
What questions might you ask to determine the teacher’s classroom management plan and any behavior intervention plans for individual students?
Provide a minimum of three scholarly resources to support your response.Supervising and Coaching Special Education Teachers – Rubric
Lessons and Student Needs 9 points
Criteria Description
Lessons and Student Needs
5. Target 9 points
Questions and expected responses thoroughly address the lesson components and
information regarding the students’ IEPs, accommodations, and specific disabilities.
4. Acceptable 7.83 points
Questions and expected responses appropriately address the lesson components
and information regarding the students’ IEPs, accommodations, and specific
disabilities.
3. Approaching 6.66 points
Questions and expected responses minimally address the lesson components and
information regarding the students’ IEPs, accommodations, and specific disabilities.
2. Insufficient 6.21 points
Questions and expected responses inadequately address the lesson components
and information regarding the students’ IEPs, accommodations, and specific
disabilities.
1. No Submission 0 points
Di�erentiated Instruction 9 points
Criteria Description
Differentiated Instruction
5. Target 9 points
Questions and expected responses insightfully address the teacher’s plan to
differentiate instruction.
4. Acceptable 7.83 points
Questions and expected responses significantly address the teacher’s plan to
differentiate instruction.
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3. Approaching 6.66 points
Questions and expected responses superficially address the teacher’s plan to
differentiate instruction.
2. Insufficient 6.21 points
Questions and expected responses fail to identify the teacher’s plan to differentiate
instruction.
Struggling Students 9 points
Criteria Description
Struggling Students
5. Target 9 points
Questions and expected responses professionally identify areas the teacher
believes students struggle and how the teacher plans to address these areas.
4. Acceptable 7.83 points
Questions and expected responses effectively identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
3. Approaching 6.66 points
Questions and expected responses inexplicitly identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
2. Insufficient 6.21 points
Questions and expected responses ineffectively identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
1. No Submission 0 points
Not addressed.
Prior Knowledge 9 points
Criteria Description
Prior Knowledge
5. Target 9 points
Questions and expected responses thoughtfully determine the teacher’s
understanding of student’s prior knowledge and how it guides instructional
planning.
4. Acceptable 7.83 points
Questions and expected responses successfully determine the teacher’s
understanding of student’s prior knowledge and how it guides instructional
planning.
3. Approaching 6.66 points
Questions and expected responses minimally determine the teacher’s
understanding of student’s prior knowledge and how it guides instructional
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