Module 6 - Pre-Conference

Objectives:

• Identify the rationale of the pre-conference

• Become familiar with the pre-conference format

• Define the roles of the teacher and evaluator in the pre-conference

• Determine how the lesson plan and pre-conference form are used to inform the evaluator

Overview:

The pre-conference is intended to help both the teacher and evaluator as the observation process begins. The pre-conference is grounded with the teacher providing clear plans, expectations, and assessments and the evaluator providing the teacher with clear and specific feedback. The evaluator should leave the pre-conference with a better understanding of how the observed lesson will be implemented and the teacher should leave the pre-conference with both areas of reinforcement (continued success) and areas for refinement (improvement). The pre-conference also serves the purpose of getting the teacher to think critically about certain teaching practices or strategies. Pre-conferences for in-service (practicing) teachers should be conducted face-to-face and last approximately 20 minutes. Due to the nature of clinical and student teaching experiences in teacher preparation programs, USC Upstate has developed a pre-conference form that must be completed at least 48 hours before an observation. The pre-conference form is found in a link below. The university supervisor will reply to the pre-conference form with specific feedback for the pre-service teacher to read and reflect on before the lesson. This feedback will be provided to the pre-service teacher at least 24 hours before the observed lesson.

Assignments:

1) Watch the Pre-Conference Overview Video

2) Pre-conference Form (attached below)

3) Watch the Pre-conference example and answer these questions:

a. What did you notice as you observed the pre-conference?

b. How was this conversation helpful for the evaluator?

c. How was this conversation helpful for the teacher?

d. How was this conversation helpful for students that will be taught the lesson?