VIDBE-Q Volume 69 Issue 2
appraisal process looked like and helped shape interview questions. One-on-one
interviews then took place in November and December 2022. All TSVIs and O&M
specialists then provided copies of their professional learning goals, informal
observations, formal observations, and summative evaluations electronically.
These personal appraisal documents, received after each interview, helped bring
additional detail to participants' experiences.
Key Findings
The purpose of this study was to describe the evaluation process for itinerant
TSVIs and O&M specialists. After analyzing the data, we identified four main
themes: 1) following district requirements for all teachers; 2) receiving beneficial
feedback from supervisors and peers; 3) supervisory challenges specific to itinerant
special educators; and 4) shaping supervisor expectations.
Following District Requirements
Evaluation activities varied annually based on each teacher's seniority (i.e.,
how long they have worked for the district), but all teachers engaged in the same
appraisal process and activities. As their former supervisor, Spencer, noted, "All
teachers followed a district level appraisal process...probably generated for your
typical classroom teacher." No accommodations were made for itinerant TSVIs
and O&M specialists. However, due to the nature of their job, itinerant TSVIs and
O&M specialists must schedule all observations with their supervisor, including
