|Your response||Response example|
|Was this response problematic with regard to ethics, professionalism, or the client’s treatment program?||
This could be problematic in all 3 areas. First, the trainee left the room (ethics and professionalism). Second, there is also a problem in not following the client’s treatment program. The trainee, when disregarded by the substitute teacher, could have removed the client from the environment to seek assistance.
|No, the response indicated good judgement|
|When/how might feedback be delivered by the supervisor?||
This scenario happens often in school settings. The supervisor, with the help of school administration, will need to work together to prevent this type of outcome from reoccurring. In many cases, a short, direct note from the general education teacher to the substitute concerning the student and the need to allow the trainee to work with the client (unless he/she asks for assistance) can curb this. The supervisor can discuss the need for the trainee to meet with any substitute teacher before their client arrives at school and talk through scenarios.
|The supervisor might praise the trainee for the response and explain the ways in which the situation could have worsened if she didn’t take action.|
|What types of additional training might improve this trainee’s performance?||
Have the trainee attend a before-school meeting with a substitute teacher and engage in open dialogue about the client to prevent any miscommunication about procedures/treatment programs.
|The supervisor might initiate opportunities for the trainee to provide training to others. The supervisor can use modeling/rehearsal/feedback to prepare the trainee for training others.|