Introduction to The Special Series: Can Direct Observation Systems Lead to Improvements in Teacher Practice and Student Outcomes?

One explanation for the continued achievement gap between students with learning disabilities (LDs) and their general education peers is that best practices are not implemented with sufficient fidelity in the classroom. Teacher observation systems are increasingly seen as an important component of improving practice and outcomes for students with LDs because they offer the opportunity to evaluate teaching practice and to provide teachers with feedback on how to improve instruction. Recent analyses of observation systems suggest that when teachers are objectively evaluated and supported to improve instruction, there is a positive impact on student growth ( Biancarosa et al., 2010 ;  Taylor & Tyler, 2012 ). However, much of this existing research has focused on observation systems developed for use with general education populations. Few studies have focused explicitly on tools designed for teachers that serve students with disabilities (SWDs) ( Johnson et al., 2018 ;  Jones & Brownell, 2014 ) and very limited research has examined the utility of observational scores guiding job-embedded professional development for special educators. Thus, the limited availability of observational tools and related research in special education underscores a significant gap in research to practice that may impede teachers’ professional growth and effectiveness in meeting the complex learning and social behavior needs of the students they serve.