Using Performance Feedback to Increase Special Education Teachers’ Use of Effective Practices

There is a growing body of research that supports the use of performance feedback as a method of increasing teachers' use of effective practices (Cornelius & Nagro, 2014; Sweigart et al., 2016). Put simply, performance feedback involves a colleague or coach observing a teacher and providing...

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Bibliographic Details
Published in:Teaching exceptional children 2018-11, Vol.51 (2), p.125-133
Main Authors: Collins, Lauren W., Cook, Sara Cothren, Sweigart, Chris A., Evanovich, Lauren L.
Format: Article
Language:English
Subjects:
Academic Achievement
Disabilities
Feedback (Response)
Instructional Effectiveness
Intervention
Progress Monitoring
Special Education Teachers
Student Behavior
Student Needs
Teacher Effectiveness
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Summary:There is a growing body of research that supports the use of performance feedback as a method of increasing teachers' use of effective practices (Cornelius & Nagro, 2014; Sweigart et al., 2016). Put simply, performance feedback involves a colleague or coach observing a teacher and providing specific feedback about the instruction to increase a teacher's use of a selected practice. At the minimum, performance feedback requires two components: observation and non evaluative reporting. For students with disabilities to improve academic and behavioral outcomes, it is necessary for teachers to identify and use effective practices that are aligned to meet the learning needs of their students. For special education teachers, who often work in collaboration with other school personnel (e.g., general education teacher, educational assistant), performance feedback can be a promising practice that can be done easily with minimal training and resources required and can lead to meaningful opportunities to engage in collaborative discussion about methods for effectively supporting students with disabilities.
ISSN:0040-0599
2163-5684
DOI:10.1177/0040059918802774