Clinical Supervision Model

Step 1: Pre-observation Conference Pre-observation Conference (date and time): 7/15/2012 at 8:05 am Teacher to be observed: Mrs. Jeanie Pass-Warner Topic of lesson: Six conditions of Quality School Work Main objective of the lesson: To teach that quality is better than quantity Step 2: Identify Focus Specific teaching strategies/techniques to be observed: engaging student in a fun and collaborative way. When asked for a realistic level of student engagement for the lesson, Mrs. Pass-Warner and Mr. Bupp decided together on 90% Data to be collected for the focus: Tally marks every 15 seconds Step 3: Observation Notes: 9:50- Good introduction to the lesson you told students what they were going to do and how they were going to get there. 9:51- Your instructions to the beginning activity were vague. Students were unsure as to what they were to be writingverb or adjective, or both? Students became of task at this point because of their uncertainty. This needs refinement because off-task team leads to missed instructional time. I appreciated your creativity with this activity. When assigning a task, be sure to state your instructions, ask one student to repeat them for you and another student for the allotted time to complete the task. 9:52- You offered support to struggling students with your activity while guiding fast finishers with enrichment opportunities. 9:54- You brought the group back together to define quality and quantity. 9:55- Your review of the terms quality and quantity following the discussion was adequate. Are you sure the students got what you taught? There was no further questioning. Be clear with the answers that you want and do not assume that just because you taught the material, they understood it. Your flow of activities was presented in a logical fashion that flowed quite nicely. Utilized strategies to promote correct answers by giving students a few seconds to discuss what they learned and then share this information with the class. This provides time to remember what they learned and share many right answers with the class on the topic. This will also provide valuable on-task time for students.

Clinical Supervision Model

Data:
Time Code Engaged Not Engaged
0 1 15 1 30 1 45 1 60 1 15 1 30 1 45 1 1 60 15 1 30 1 45 1 1 1 60 15 30 1 45 1 1 1 60 15 30 1 1 1 45 60

Summary: When I arrived to observe, you were in your room interacting with students and preparing to begin instruction Please strive to stand at your door to greet students and supervise the halls until the late bell. Being visible and available to students prior to the beginning of the period establishes a positive tone from which to introduce your lessons. Also, disruptions in the halls are minimized when teachers are at the door during the change of classes. The lesson was designed to integrate various elements into the instruction that were aligned with your goals. Your sequence was logical and allowed for adequate adaptations and individualized instruction to meet student needs. Following instruction you added input and encouraged student participation at appropriate times during the lesson. Students were give opportunities to practice, which was followed by more instruction. You utilized aspects of both guided and independent practice in your lesson. Your expectations were appropriate and were clearly communicated to the class. Theis placed a priority on the quality of student work. Your classroom environment was structured to promote attention to equitable learning opportunities for all students. The classroom environment incorporated effective routines and procedures. As a result, students remained on task for a majority of the period. However, you were unable to take full advantage of the instructional time. I would like to discuss the importance of establishing routines and procedures at our post-observation conference. As you continued with your instruction, you reinforced clear standards of conduct that promoted excellent student behavior. Students felt safe and valued in your classroom. The classroom space was well organized and attractive, and safe and contained excellent displays of student work that were related to the curriculum. It provided accessibility to learning and to the use of resources, materials and technology.

Clinical Supervision Model

Throughout the lesson your communications with students were adequate. You explained that content and key points in a way that motivated students. Your delivery involved appropriate enunciation, varied voice tones and personal enthusiasm. Highly effective use of different levels of questioning and discussion strategies encourages all students to participate. The discussion and questioning strategies you used were adequate. I observed the use wait time and wait time extended. You generally called on volunteers by name. Some were selected randomly as well. This led to adequate class participation throughout the period. I would like to discuss questioning and discussion strategies at our post observation conference. At appropriate times during the lesson you furnished adequate and constructive feedback to students that encouraged their learning. Your feedback also provided positive motivation to the class that contributed to student involvement. During the lesson you provided individual attention and made every effort to be flexible and responsive. You also made every effort to interact with each student. Consequently, you were able to meet the needs of your students, including the advanced learners and those who needed extra time and attention to understand the objectives. In closing, I would like to commend you on your professionalism. You consistently demonstrate adherence to professional standards, school and district procedures and regulations related to attendance, punctuality and the like.

Step 4: Post Observation Conference Narrative: On July 16, 2012 I had the privilege of observing Mrs. Pass-Warner teaching a lesson using the objective of Quality vs. Quantity. Mrs. Pass-Warner provided an inviting beginning to her lesson, and presented a logical flow of content that sought to engage students. Jeanie requested that I focus on student engagement. Follow the lesson, I present Jeanie with data relating to the student engagement focus. Based on our conversation and data, Jeanie determined that she would like to develop her concepts further and to provide more activities to engage students. I commend Jeanie for her dedication to education and the fine work she does in providing fundamentally sound approaches to her teaching.