50 Performance Review Phrases for Special Education Teachers

Self Assessment Phrases - Achievements

• I developed individualised learning plans for [student] that reflected their specific needs and goals.
• I collaborated with general education teachers to adapt classroom material for students with different learning needs.
• I ran progress reviews for IEP goals and adjusted strategies when a student wasn't responding as expected.
• I built consistent routines that helped students with behavioural needs feel more settled in the classroom.
• I worked with parents and guardians to keep them informed and involved in their child's progress.
• I coordinated with speech, occupational, and other specialists to align support across a student's plan.
• I adapted assessments so students could demonstrate what they knew in a format that worked for them.
• I de-escalated a difficult behavioural situation calmly, keeping the student and classmates safe.
• I trained classroom aides on strategies specific to individual students' needs.
• I documented student progress carefully enough to support decisions at annual review meetings.

Self Assessment Phrases - Growth and Development

• I want to get better at adjusting a strategy sooner when it isn't working, rather than persisting with it out of habit.
• I sometimes take on tasks that could be shared with classroom aides, and I want to delegate more effectively.
• I need to build in more time for collaboration with general education staff so support stays consistent across settings.
• I want to improve how I document behavioural incidents so patterns are easier to identify over time.
• I could do more to involve families earlier when a student's needs start to change.
• I want to develop a clearer system for tracking progress toward IEP goals throughout the term, not just at review time.
• I need to work on setting boundaries around my own workload so I have time for planning, not just direct support.
• I want to get more comfortable pushing back when a proposed accommodation isn't realistic in the classroom setting.
• I could improve how I communicate a student's needs to substitute or new staff who haven't worked with them before.
• I want to build stronger habits around self care given how demanding the work can be day to day.

Peer Review Phrases

• They are patient with students who need more time, without ever making them feel rushed.
• They adapt lessons thoughtfully so every student in the room has a way to engage with the material.
• They communicate clearly with general education teachers about what accommodations actually look like in practice.
• They handle behavioural incidents calmly, keeping the focus on de-escalation rather than punishment.
• They keep detailed, useful records that make IEP meetings more productive.
• They build strong relationships with families, who clearly trust their judgment about their child's needs.
• They collaborate well with specialists, keeping everyone aligned on a student's plan.
• They notice small changes in a student's behaviour or engagement before they become bigger issues.
• They are a steady, reassuring presence for students who need consistency to feel safe in the classroom.
• They advocate for their students' needs clearly, even when it means pushing back on a proposed plan.

Manager Review Phrases - Strengths

• You are patient and consistent with students, which helps them feel safe enough to take on challenges.
• You adapt lessons and materials thoughtfully so students can engage with the curriculum in a way that works for them.
• You collaborate well with general education staff, which keeps support consistent across a student's day.
• You supported [student] through a difficult period, and their progress reflects the consistency you brought.
• You handle behavioural incidents calmly and keep the focus on what the student needs, not just the disruption.
• You keep detailed records that make IEP meetings clearer and more productive for everyone involved.
• You build strong, trusting relationships with families, who rely on your judgment about their child's needs.
• You coordinate well with specialists, keeping a student's plan aligned across everyone involved.
• You notice changes in a student's behaviour early and adjust your approach before issues grow.
• You advocate clearly for what your students need, even when it means challenging a proposed plan.

Manager Review Phrases - Areas to Develop

• Try adjusting a strategy sooner when it isn't working, rather than persisting with it for too long.
• Delegate more tasks to classroom aides where appropriate, so your time is freed up for planning and direct instruction.
• Build in more regular collaboration time with general education staff to keep accommodations consistent.
• Document behavioural incidents more consistently so patterns are easier to spot over time.
• Involve families a bit earlier when you notice a student's needs beginning to shift.
• Track progress toward IEP goals throughout the term rather than mainly at review time.
• Set clearer boundaries around your workload so you have protected time for planning.
• Push back sooner when a proposed accommodation isn't realistic to implement in the classroom.
• Improve handoff notes for substitute or new staff so they can support your students consistently.
• Take your own wellbeing seriously given the demands of the role, and speak up before reaching burnout.

How to use these phrases

Don't paste these in verbatim. Pick the two or three closest to what you actually did, then make them specific: swap the generic claim for your own project, metric, or outcome. Use the rest as a checklist of themes worth covering in a Special Education Teacher review, and see the Perform Review blog for guides on structuring the full review.

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