Clinical Supervisors’ Observation Note Analysis during Student Teaching in Early Childhood Special Education

The purpose of this study was to examine the clinical supervisors’ feedback of the observation notes and their relevancy to the summative student teaching evaluation rubric during clinical supervision student teaching in early childhood special education programs. The feedback data were analyzed with content-analysis method. The observation notes were from seven college supervisors of 16 senior early childhood special education major pre-service teachers. All 48 observation notes were used for analysis. The results of the study indicated that the supervisor notes contained a variety of feedback regarding instruction, classroom management, interaction, lesson plan, and individualization. The feedback was also relevant to the content of the summative evaluation rubric of the college. Based on the results, limitations of the current research and suggestions for the future study were suggested.