Benchmark - Clinical Field Experience D: Beginning Teacher Observation and Feedback

EAD 530
Kelley Ouradnik
August 18, 2020
 1

Summary of Pre-Conference, Observation, and Post-Conference

Our district uses the Marshall Teacher Evaluation Rubrics to complete formal

observations. The coaching cycle was completed with a fourth-grade teacher. This is her second

year in our district.

The pre-conference began with discussion, asking the teacher to describe the lesson we

would be observing. The teacher described the learning objectives and how they connected to

ND State Math Standards. I gave a copy of the Marshall Teacher Evaluation Rubrics to the

teacher and asked if she had any questions, as this was her second year going through the

process. If this were her first year, I would have discussed the rubrics in more detail. Before the

meeting, my mentor principal shared a document that combined teacher evaluation data, and we

discussed areas that scored low as an entire school. For Rubric C Delivery and Instruction, the

areas that were low for the entire school were e. Clarity and j. Application. I asked the questions,

“How do you plan to use clear explanations, appropriate language, and examples to present

material?” and “How will you have all students summarize and internalize what they learn and

apply it to real-life situations?” Asking the difficult questions will support “all educators work

through the multiple challenges that comprise everyday practice” Danielson, C. F. 2015. p. 90).

These were difficult questions, and the teacher was unable to give a specific answer. I explained

how these areas are not easy for most teachers in our district and are concepts to be mindful of

when creating lessons.

The observation went well, the teacher and students were comfortable with additional

personnel in the classroom. The students were respectful and although it was the beginning of

the school year, routines had been set and were followed. For me, it was challenging to observe

the lesson and students as there is much to keep track of. The teacher’s delivery of lesson was
 2

solid, providing goals and setting expectations at a high standard. She included many real-life

examples to boost connections and allowed for students to practice as she walked around the

room offering support. There was little interaction between the students, but with COVID, the

teacher did her best to try to keep them engaged and thinking.

During the post-conference we compared the teacher’s self-evaluation using the

evaluation rubric to my completed rubric. This lesson was whole group and did not include

differentiation. I asked her how she could differentiate and how she uses data. These were areas

that she scored herself low as well. A suggestion I gave her is to observe and collaborate with

the second-grade teacher who has used our newly adopted program, IXL, for many years. It

would be beneficial to see how the second-grade teacher incorporates the data to drive small

group instruction. “Observing lessons helped the novices in this study glean ideas about content

and pedagogy by seeing examples in an experienced teacher’s classroom” (Martin, K. L.,

Buelow, S. M., & Hoffman, J. T. 2016. p. 7). Another piece of advice I gave was to video a

lesson and complete an observation on her own teaching. This will allow a teacher to see the

entire classroom from a different point of view. Knight (2014) describes a teachers experience

as a “crystal-clear picture of her reality, and she was able to set a specific, student-focused goal

derived from real data for both individual students and each class as a whole” (p. 21). This

would be an effective learning tool where the stakes are low, and improvements could be made.

Recommendations for Effective use of Technology

Technology is an effective tool to engage and support students. Our district is a one-to-

one school, and students always have access to his/her device. Cox (2017) states there are many

benefits to using technology including building 21st Century Skills. Technology in the
 3

classroom makes learning more fun, it prepares students for the future, technology allows

learners to work at their own pace and using technology engages students. An example I gave

the teacher to incorporate technology was searching advertisements. I used a local car dealership

and students would search their favorite vehicle and then would read the price to the class. This

example would give the students ownership of their learning and practice reading larger numbers

properly. The teacher could expand and ask what digit is in the ten thousand place. This

example is a simple activity that could engage students through real-life experiences.

Promotion of Collaboration, Trust, and Personalized Learning Environment

My coaching supported a school culture of collaboration, trust, and learning. Discussion

took place to ensure reflective thinking on student learning. During these discussions I listened

intently to her responses. “Much of the rapport between teachers and administrators is

established in the general culture of the school in honoring professionalism and self-directed

inquiry” (Danielson, C.F. 2015. p. 71-72). I suggested and scheduled a time for this fourth-

grade teacher to collaborate with the second-grade teacher to expand her knowledge and ability

to differentiate instruction.

Self-Awareness, Vulnerability, Transparency, and Ethical Behavior

A coach is an important job, and one who fills this role must be respected for the

feedback and reflection process to be effective. It is important to be personable and develop

relationships with all staff. I can “enable a teacher to think through a given issue in an open,

professional manner” (p. 71). Being honest, using research-based strategies and learning

together with the teachers will support a learning culture. “This joint work should be an episode

of learning for both the teacher and principal, leading to improvement in instructional leadership,

in teaching, and, ultimately, in student learning” (Brookhart, S. M., & Moss, C. M. 2015. p. 30).
 4

References

Brookhart, S. M., & Moss, C. M. (2015). How to Give Professional Feedback. Educational

Leadership, 72(7), 24–30.

Cox (2019). Benefits of Technology in the Classroom. TeachHub. Retrieved from:

https://www.teachhub.com/technology-in-the-classroom/2019/11/benefits-of-technology-

in-the-classroom/

Danielson, C. F. (2015). Talk about teaching!: Leading professional conversations (2nd ed).

Thousand Oaks, CA: Corwin. ISBN-13: 9781483373799

Knight, J. (2014). What You Learn... When You See Yourself Teach. Educational

Leadership, 71(8), 18–23.

Martin, K. L., Buelow, S. M., & Hoffman, J. T. (2016). New teacher induction: Support that

impacts beginning middle-level educators. Middle School Journal, 47(1), 4–12.

https://doi-org.lopes.idm.oclc.org/10.1080/00940771.2016.1059725