Embedded Files
CAPES -2A, 2B, 2C, 2D, 3C, 4A, 5A, 5B, 5C, 6A
Overview
Describe the processess, forms, and/or documents that you used to guide pre-observation and post-observation meetings(e.g., teacher response forms, observation tools, student work products, next steps for professional growth)
Describe the processess, forms, and/or documents that you used to guide pre-observation and post-observation meetings(e.g., teacher response forms, observation tools, student work products, next steps for professional growth)
The processes that are used to guide pre-observation meetings are formulaic and denote clear expectations. The form that is utilized to formally evaluate a teacher is objective and reflective. The support provided is not sufficient. For example, the majority of the time the administrator needs to interpret the process in the most simplistic ways in order for the teacher to fully understand what is being asked from the observation. The opportunity for teachers to receive training is minimal and insufficient. Therefore, the teacher often seeks out colleagues who have gone through the process for assistance, guidance, and suggestions. The formal process is based on only one formal lesson that the teacher will present. Most of the process is about understanding the teacher’s goals, planning, and reflection throughout the school year. Moreso, if the teacher achieves evidence in the criteria he/she can be granted up to 5 years of not getting evaluated because they have carried through the evaluation cycle. The formal district evaluation platform consists of the teacher discussing his/her focus goals in the classroom for the school year. Then, the teacher describes the composition of the students’ language, academics, and if any IEP/504 are included in the process. The teacher then meets with the administrator and selects the content/subject that will be observed, the standard, and the objective that will be targeted. The lesson is then drafted and handed in before the lesson is delivered to the administrator. On the day of the observation, the administrator comes in at the allotted time and takes in a recording device to capture all of the lessons including capturing evidence of student work. After the lesson is delivered, the teacher meets with the administrator and shares the findings, outcomes, and performances given by the lesson delivery approach, strategy, and the student’s performance. The administrator then asks the teacher what they think about the lesson and states what would be different if the lesson would be done again. The teacher is then given the opportunity to share and provide any ideas, suggestions, and comments about what would have been different if the lesson would be done again. After two or three months later, the teacher is informally observed a couple of more times in other content areas. These observations are not discussed, just noted as dates and times in the formal observation. Towards the end of the school year, the teacher is then provided a final sharing with recommendations, and findings. The teacher is also granted either a satisfactory or unsatisfactory overall outcome with advance notice of when he/she will be evaluated again. If the teacher was granted satisfactory, he/she can be awarded up to five years of not getting evaluated. If they do not get satisfactory results, they may appeal the outcome or agree to be evaluated again the next school year. The other type of informal classroom observation forms that are utilized are check-off type forms, in which the criteria is very basic. It does not reference the CSTP’s nor any other teaching standards. The collection of data is based only on one platform that has been used in the last 10 years. It does not provide any formulaic anecdote to target the need. It is also not an effective practice since the data changes every 3 months and so by the time the teacher actually sees his/her data the new assessment needs to be administered. The school does promote teachers to be cognizant about the standards, best practices, and data but no actual constructive feedback is provided. The expectation is that the evaluation process itself will enhance teacher practice and improve effectiveness, and this in turn will lead to improved student learning and achievement.
Challenges
Describe any challenges you faced in conducting a coaching cycle and how you would address these challenges in the future.
A possible challenge that I might face while conducting the coaching cycle with the volunteer teacher is listening effectively. A strategy to assist with this challenge would be to practice effective listening skills such as paraphrasing to show understanding. This particular strategy can be utilized to effectively engage in the coaching process. Another challenge I may face in a coaching cycle would be how to create a safe environment to build trust and establish rapport. A strategy would be to prepare for any challenging questions that might arise towards teaching practice/methods, limited resources, and extended opportunities to discuss further observations. Overall, strategies for addressing these challenges could be, but are not limited to, creating a systematic cycle of improvement culture among mentor and volunteer teachers. In addition, other strategies could be adding inclusion activities before each meeting, this would establish and focus on relationship building. This strategy will assure to build confidence among each other and ultimately build trust.
REFLECTION
What are your coaching strengths and areas of growth? What would you do differently, why and how? Is there another coaching model/framework that you would have liked to use and if so why?
One of my coaching strengths that I shared along with the volunteer teacher towards the specific CSTP 3.4 element standard was my active listening skills. I realize that during the coaching cycle I was very cognizant about paying close attention. As the volunteer teacher opened up the lesson, she established lesson objectives with the students. Then she restated what was taught previously. It was followed by eliciting the students in repeating the directions after a student demonstrated confusion about the previous learning. This is a specific example of how I demonstrated my strengths of active listening skills. This was an asset throughout the coaching cycle in which I provide the volunteer teacher my undivided attention as well as acknowledging the teacher that you are being present with his/her learning. I demonstrate this using my body language and gestures to show that I am engaged and fully present. Active listening is an important skill in coaching to build strong relationships. Strong and effective communication skills are essential in a field where emotions often reach critical concerns that need to be discussed. Another strength is answering appropriately, I demonstrated this throughout the coaching cycle by pausing before speaking. I also displayed this by asking open-ended questions that assist in keeping the focus on the teacher and student-centered. It also assists in asking specific probing questions. I defer from judgment because I have experienced that a coaching cycle should be completely focused on what the volunteer teacher is sharing out and demonstrating throughout the process. During the post-observation meeting, my strengths continue to be being an active listener using all my senses. Some examples of this were evident when the teacher shared her findings in how she addressed the CSTP standard 3.4 in the lesson delivery. I demonstrated this by giving her my full attention without interrupting her or adding judgment as she shared her findings. During the post-observation meeting, my area of growth is to provide a summary of what is being presented and what will be shared. Restating key themes as the conversation proceeds confirm and solidify your grasp of the other person’s point of view. I think these are essential for me to practice because they will help both parties to be clear on mutual responsibilities and follow-up. It also builds on the accountability between the volunteer teacher and myself. It is important because it shows you and the volunteer teacher that you have understood the lesson sufficiently enough to say it and write it in your own words. In evaluating my overall strengths in coaching a teacher’s practice has been effective and reflective. I know that I need to work on them to continue helping teachers improve teaching and learning so their students become successful. I can also guide and provide guidance to the volunteer teacher to analyze the current reality, setting targets, identifying and explaining teaching strategies to hit goals, and providing support until the goals are met.
SUPPORTING DOCUMENTS
FFINAL_Cycle#3 Lesson Plan.docxVolunteer Teacher Lesson Plan
Work Samples
Observation Forms
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