VIDBE-Q Volume 69 Issue 2
informal (or "drop-in") observations, giving them some control over their
observations that classroom teachers do not have.
Receiving Beneficial Feedback
Most participants noted benefits to the current evaluation process, including
the opportunity to receive pedagogical feedback. Sally offered an example: "My
supervisor might say, like, 'Hey, you had a great lesson, but you talked at the
beginning about what your objective was. But then, at the end you like, rush
through everything.'" Such feedback was especially valuable to early career
itinerant TSVIs/O&M specialists, particularly those who had no previous
classroom experience. Supervisors' pedagogical feedback is often supplemented
with content- or vision-specific feedback from peers.
Itinerant-Specific Supervisory Challenges
All participants agreed that the current framework did not fully address their
knowledge, skills, and abilities. Additionally, their supervisors typically entered
their position with little prior knowledge or experience working with students with
visual impairments, which impacts how itinerant teachers receive feedback. One
participant admitted, "Generally, I don't [use supervisor feedback]." Accordingly,
some itinerant TSVIs/O&M specialists placed higher value on peer feedback. As
Kenny explained, "I value the feedback from peers much more than feedback from
supervisor...because I consider my peers or coworkers are expert in this area."
