I spent last week consulting with a charter high school that was in the process of hiring for six positions. During the week, we conducted 17 interviews for teaching posts ranging from social studies to physics. As we prepared for the week, I had each member of the committee submit three questions that would explore a priority-need area. Something interesting emerged: every leader included a question on grading practices or accommodations for special needs students. With the rise of inclusion classes, mainstreaming, and the overall numbers of identified students now in our classes, skill in working with special needs students has become critical. Today we will look at one of the questions you might receive that explores that topic.
Q. Please describe how your grading practices can be adapted to make adjustments for students with special needs.
The very first thing to notice is what this question asks, and what this question does not ask. It asks about your grading policy for "special needs students." It does not ask you to describe your entire grading policy. The committee wants to determine your flexibility and accommodation practices for students with specific special needs. What grading practices will you employ with such students?
Understand there is no set answer, and this question can cover a rather wide variety of strategies and practices depending on the specific needs of the individuals in your class. For example, a student with ADD/ADHD might receive far different grade accommodations than someone on the autism spectrum. Nonetheless, there are a few specific areas you must address.
Collaboration with the case manager. Make it clear at the outset that all decisions on specific accommodations will be in accordance with the IEP, and they will be cooperatively developed with either the case manager or the inclusion teacher should one be present.
Grades will be determined based on progress towards the preset goals and learning outcomes. Quite often the goals and outcomes will be nearly identical to those you hold for all students. But you should underscore that you intend to adapt your evaluative strategies on an individual basis. A point you want to add is that your requirements and educational experience for special needs students will be as close to those for regular education students as the IEP and student ability allow. You intend to work with the case manager to be certain you include an appropriate amount of rigor and academic stretch.
Highlight a wide variety of grade accommodations you "might" use. Because the question specifically asks just what adjustments you might make, be certain to include a variety of practices in this segment. Speak to such things as level-based homework, group activities, art or craft projects, authentic tasks, learning centers, oral assessments and any other ideas you might have with regard to grade determination. Make it known that you intend to offer multiple means by which special needs students can demonstrate their competency. Again, student assessments will be tailored to the specific goals and requirements of the IEP, and the final grade will be a measure of that progress.
As a final capstone to this question, provide a specific example from your teaching background or training. Move all of the ideas and philosophies you have provided to the practical level by describing how they have been, or would be, used in an actual case. This is something most candidates omit and it leaves you the perfect opportunity to set your answer apart. The more novel or difficult the example, the more memorable and powerful it becomes. So think this through, make your preparations, and take this question by storm!
Q. Please describe how your grading practices can be adapted to make adjustments for students with special needs.
The very first thing to notice is what this question asks, and what this question does not ask. It asks about your grading policy for "special needs students." It does not ask you to describe your entire grading policy. The committee wants to determine your flexibility and accommodation practices for students with specific special needs. What grading practices will you employ with such students?
Understand there is no set answer, and this question can cover a rather wide variety of strategies and practices depending on the specific needs of the individuals in your class. For example, a student with ADD/ADHD might receive far different grade accommodations than someone on the autism spectrum. Nonetheless, there are a few specific areas you must address.
Collaboration with the case manager. Make it clear at the outset that all decisions on specific accommodations will be in accordance with the IEP, and they will be cooperatively developed with either the case manager or the inclusion teacher should one be present.
Grades will be determined based on progress towards the preset goals and learning outcomes. Quite often the goals and outcomes will be nearly identical to those you hold for all students. But you should underscore that you intend to adapt your evaluative strategies on an individual basis. A point you want to add is that your requirements and educational experience for special needs students will be as close to those for regular education students as the IEP and student ability allow. You intend to work with the case manager to be certain you include an appropriate amount of rigor and academic stretch.
Highlight a wide variety of grade accommodations you "might" use. Because the question specifically asks just what adjustments you might make, be certain to include a variety of practices in this segment. Speak to such things as level-based homework, group activities, art or craft projects, authentic tasks, learning centers, oral assessments and any other ideas you might have with regard to grade determination. Make it known that you intend to offer multiple means by which special needs students can demonstrate their competency. Again, student assessments will be tailored to the specific goals and requirements of the IEP, and the final grade will be a measure of that progress.
As a final capstone to this question, provide a specific example from your teaching background or training. Move all of the ideas and philosophies you have provided to the practical level by describing how they have been, or would be, used in an actual case. This is something most candidates omit and it leaves you the perfect opportunity to set your answer apart. The more novel or difficult the example, the more memorable and powerful it becomes. So think this through, make your preparations, and take this question by storm!
My name is Robert W. Pollock. I am an educator, with over 34 years experience, a speaker, a consultant, and the author of 'Teacher Interviews. How to Get Them & How to Get Hired!. I have spoken to 1,000's of prospective teachers on how to interview and get the job. I have consulted with numerous schools around the country. Currently I am a professor of Education at Tusculum College, Knoxville, TN, where I also serve as the president of their alumni board.
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