Performance-based feedback to enhance teachers’ inclusive practice

Inclusive education demands that all students are afforded opportunities to learn and belong in classroom communities. Yet, barriers persist. We argue that centering access, equity, and inclusion in a common classroom occurrence ‒ the observation of teaching by a supervisor or coach – can advance these goals. We offer a professional development practice, grounded in Disability Studies in Education, which informs the focus and approach while challenging notions of a presumed “norm.” We asked: In what ways can collaborative professional development cycles use performance-based feedback to prioritize the participation, membership, and learning of all students? We outline a 4-phase cycle that positions teachers and coach-supervisors as co-inquirers. We draw on the Universal Design for Learning framework to guide decision-making for curricular planning, instruction, analysis, reflection, and goal setting. In these ways, we aim to support the development of inclusive pedagogy.