VIDBE-Q Volume 69 Issue 2
provide training to administrators on how to adapt the evaluation process for
itinerant teachers.
• Districts could also strengthen existing rubrics by adding explicit examples
specific to TSVIs, O&M specialists, and their students.
• To further ensure that administrators are well-grounded in vision-specific
content, districts should partner with itinerant TSVIs, O&M specialists, and
other community partners (e.g., specialized schools, agencies) to develop
trainings, and districts should encourage ongoing professional development
for administrators.
• Administrators should allow itinerant TSVIs and O&M specialists time to
pursue appropriate discipline-specific professional development.
• Administrators, with itinerant TSVIs and O&M specialists, should
thoughtfully plan opportunities for peer collaboration.
• Districts may also consider providing opportunities for itinerant TSVIs and
O&M specialists to develop their peer coaching and feedback skills.
The teacher evaluation process should lead to personal reflection and professional
development—in short, continuous improvement. This study demonstrated that
some parts of the evaluation process result in meaningful feedback for itinerant
TSVIs/O&M specialists. However, with additional support from their colleagues,
