The Observation Process

Supervising the Teacher Candidate

Supervisors are another set of eyes in the classroom, and the data collected provides a valuable way to review key aspects of a Teacher Candidate’s classroom practice, improvement, and development. Feedback is offered for the purposes of improved teaching practice and student achievement, and is expected to be provided by various members of the support team (which includes Supervisors, Mentor/Support Teachers, and Content Coaches). Techniques and suggestions for the Teacher Candidate will be delivered in a non-judgmental manner based on specific evidence observed during the lesson.

The purpose of Post-Observation Conferences is to guide Teacher Candidates to think in more complex and sophisticated ways about events in the classroom and to develop and implement solutions independently. In order to accomplish this, the relationship between Supervisors and Teachers Candidates is critical; Supervisors are expected to act in ways that strengthen that relationship. Thus, important aspects of this role are to observe and listen carefully and to acknowledge improvements and successes.

University Supervisors

Supervision is a coaching cycle consisting of (1) a Pre-Conference, at which the purpose of the lesson is discussed; (2) Observations, when the data is collected; and (3) a Post-Conference Discussion and Feedback meeting.

The Pre-Conference
- The Candidate will provide the lesson plan prior to the Pre-Conference.
Observations
- Confirm times/dates for observations.
- Discuss the academic, behavioral, and social-emotional aspects and goals and considerations for differentiation.
- Discuss what evidence will be collected and focus areas, such as particular TPEs.
- Determine Supervisor's preferred seating to facilitate optimal observations and data collection, and reduce interference with the lesson.
- University Supervisors listen and watch carefully while taking scripted notes.
- Identify successes & synthesize notes to identify areas for growth.
- While there may be many suggestions for improvement, determine focal areas for the Teacher Candidate and recommended strategies for the Post-Conference meeting.
Post-Conference: Discussion and Feedback
- The Post-Conference meeting is an important opportunity for learning and reflection on the part of the Teacher Candidate. Candidates may respond better to feedback if it comes from their own reflective processes.
- Begin the conference with the Teacher Candidate commenting on the lesson, including what went well (and why), what can be improved (and why), and how
- Supervisors elaborate on, confirm, or challenge the candidate’s reflection by offering specific evidence from the lesson.
- Collaboratively discuss strategies/techniques for teaching improvement and development.
- Jointly select 1 to 3 aspects on which the Teacher Candidate will strive to demonstrate growth. This could be a recommendation from the University Supervisor, Teacher Candidate, or Mentor/Supporting Teacher.
  - - Discuss specific actions the Teacher Candidate can take to grow in this area. List the actions.
    - Set a time when you will review the plan to see if the goals have been met. At that time, you may revise and continue with the same goal or select a new one and start the process again.
    - Make the goals achievable, observable, and measurable.
      - Sample goals: Beginning a lesson with linkages to prior knowledge, culminating a lesson with closure, circulating the classroom, giving clear directions, and providing effective classroom management.

Progress Conference with Teacher Candidate

Three-way conferences (among Supervisor, Teacher Candidate/Intern, and Mentor/Support Teacher) provide candidates with feedback on classroom performance and support for Supervised Teaching. Progress Conferences provide opportunities for sharing perspectives, for strengthening the feedback and support systems given to the candidate, and for providing direction for the next steps in their teaching development.

Arranging the Conference

For Single Subject/Secondary and Education Specialist Teacher Candidates:
- At the 5th week of Student Teaching, the Supervisor will set a progress conference time for each Teacher Candidate and Mentor/Support Teacher (one conference with Mentor Teacher #1, Teacher Candidate and Supervisor, and a second conference with Mentor Teacher #2, Teacher Candidate, and Supervisor).
- At the 10th week of Student Teaching, the Supervisor will set a time to meet with each Teacher Candidate. Mentor/Support Teachers may be invited to participate as well.
For Multiple Subject and Education Specialist/Elementary Teacher Candidates:
- At mid-point in each teaching assignment, the Supervisor will set a progress conference time to meet with each Teacher Candidate and Mentor/Support Teacher.
For Interns:
- In the first semester, Interns participate in conferences according to their program.
- At the end of each semester, the Supervisor will set a progress conference time to meet with each Intern and Support Teacher.

Before the conference, each participant (Teacher Candidate/Intern, Mentor/Support Teacher, and Supervisor) may find it helpful to use a note taking guide.

During the Conference

During the conference, each participant shares information from their prepared notes. Review progress within each TPE Domain as indicated in the Progress Monitoring Guide. If an action plan is needed, the conference may proceed in this order:

Step #1: Participants first review the candidate’s strengths and areas for growth. If this is not the first conference, they will also review the “Results” and “Next Steps” sections of the last action plan.

Step #2: Together the three craft the action plan – the “plan” and the “teach” sections. The “implementation plan” section may include such things as additional experiences, more practice, and/or additional observations. The Supervisor will record this conversation on a blank copy of the action plan. All three will sign this form.

Step #3: The “Results” and “Next Steps” sections of this action plan will be completed before the next conference.

End of the Conference

For all Teacher Candidates:
- At the end of the progress conference(s), a copy of Progress Monitoring Guide for Progress Conference with Teacher Candidate is signed and submitted to the Program Director.
- At the end of the placement, one copy of Evaluating of Teacher Candidate Performance is signed and submitted to the Program Director. Copies of this form may be given to the Teacher Candidate, Mentor/Support Teacher and Supervisor as well.
For any Teacher Candidate with unsatisfactory domains:
- An Intervention Action Plan must be developed immediately for each candidate who has one or more TPEs or TPE domain assessed as “unsatisfactory.”

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