What questions might you ask about their lessons (i.e., objectives, state standards being addressed, activities, assessments, and materials)?
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.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Sucess Center. An abstract is not required.
Requirements: 500-750 words (need in 6 hours)
Supervising and Coaching Special Education Teachers – RubricLessons and Student Needs9 pointsCriteria DescriptionLessons and Student Needs5. Target9 pointsQuestions and expected responses thoroughly address the lesson components andinformation regarding the students’ IEPs, accommodations, and specific disabilities.4. Acceptable7.83 pointsQuestions and expected responses appropriately address the lesson componentsand information regarding the students’ IEPs, accommodations, and specificdisabilities.3. Approaching6.66 pointsQuestions and expected responses minimally address the lesson components andinformation regarding the students’ IEPs, accommodations, and specific disabilities.2. Insufficient6.21 pointsQuestions and expected responses inadequately address the lesson componentsand information regarding the students’ IEPs, accommodations, and specificdisabilities.1. No Submission0 pointsDierentiated Instruction9 pointsCriteria DescriptionDifferentiated Instruction5. Target9 pointsQuestions and expected responses insightfully address the teacher’s plan todifferentiate instruction.4. Acceptable7.83 pointsCollapse All
Questions and expected responses significantly address the teacher’s plan todifferentiate instruction.3. Approaching6.66 pointsQuestions and expected responses superficially address the teacher’s plan todifferentiate instruction.2. Insufficient6.21 pointsQuestions and expected responses fail to identify the teacher’s plan to differentiateStruggling Students9 pointsCriteria DescriptionStruggling Students5. Target9 pointsQuestions and expected responses professionally identify areas the teacherbelieves students struggle and how the teacher plans to address these areas.4. Acceptable7.83 pointsQuestions and expected responses effectively identify areas the teacher believesstudents struggle and how the teacher plans to address these areas.3. Approaching6.66 pointsQuestions and expected responses inexplicitly identify areas the teacher believesstudents struggle and how the teacher plans to address these areas.2. Insufficient6.21 pointsQuestions and expected responses ineffectively identify areas the teacher believesstudents struggle and how the teacher plans to address these areas.1. No Submission0 pointsNot addressed.Prior Knowledge9 pointsCriteria DescriptionPrior Knowledge
5. Target9 pointsQuestions and expected responses thoughtfully determine the teacher’sunderstanding of student’s prior knowledge and how it guides instructionalplanning.4. Acceptable7.83 pointsQuestions and expected responses successfully determine the teacher’sunderstanding of student’s prior knowledge and how it guides instructionalplanning.3. Approaching6.66 pointsQuestions and expected responses minimally determine the teacher’sunderstanding of student’s prior knowledge and how it guides instructionalplanning.2. Insufficient6.21 pointsQuestions and expected responses inadequately determine the teacher’sunderstanding of student’s prior knowledge and how it guides instructionalplanning.Classroom Management9 pointsCriteria DescriptionClassroom Management5. Target9 pointsQuestions and expected responses skillfully determine the teacher’s classroommanagement plan and any behavior intervention plans for individual students.4. Acceptable7.83 pointsQuestions and expected responses competently determine the teacher’s classroommanagement plan and any behavior intervention plans for individual students.3. Approaching6.66 pointsQuestions and expected responses superficially evaluate the teacher’s classroommanagement plan and any behavior intervention plans for individual students.2. Insufficient6.21 points
Questions and expected responses fail to determine the teacher’s classroommanagement plan and any behavior intervention plans for individual students.1. No Submission0 pointsNot addressed.Documentation of Sources3 pointsCriteria Descriptioncitations, footnotes, references, bibliography, etc., as appropriate to assignment andstyle5. Target3 pointsSources are completely and correctly documented, as appropriate to assignmentand style. Format is free of error.4. Acceptable2.61 pointsSources are documented, as appropriate to assignment and style, and format ismostly correct.3. Approaching2.22 pointsSources are documented, as appropriate to assignment and style, although somekey formatting and citation errors are present.2. Insufficient2.07 pointsDocumentation of sources is inconsistent and/or incorrect, as appropriate toassignment and style, with numerous formatting errors.1. No Submission0 pointsOrganization6 pointsCriteria DescriptionOrganization5. Target6 pointsThe content is well-organized and logical. There is a sequential progression of ideasthat relate to each other. The content is presented as a cohesive unit and providesthe audience with a clear sense of the main idea. The summary is within therequired word count.
4. Acceptable5.22 pointsThe content is logically organized. The ideas presented relate to each other. Thecontent provides the audience with a clear sense of the main idea. The summary iswithin a reasonable range of the required word count.3. Approaching4.44 pointsThe content is not adequately organized even though it provides the audience witha sense of the main idea. The summary may not be within a reasonable range of therequired word count.2. Insufficient4.14 pointsAn attempt is made to organize the content, but the sequence is indiscernible. Theideas presented are compartmentalized and may not relate to each other; or thesummary is widely outside of the required word count.Mechanics of Writing6 pointsCriteria Descriptionincludes spelling, punctuation, grammar, language use5. Target6 pointsSubmission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures arevaried and engaging.4. Acceptable5.22 pointsSubmission includes some mechanical errors, but they do not hindercomprehension. Variety of effective sentence structures are used, as well as somepractice and content-related language.3. Approaching4.44 pointsFrequent and repetitive mechanical errors distract the reader. Inconsistentlanguage or word choice is present. Sentence structure is lacking.2. Insufficient4.14 pointsSurface errors are pervasive enough that they impede communication of meaning.Inappropriate word choice or sentence construction are used.
Total60points
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