Derek Boyd

EDLD 6410-02
Teacher Observation
Teacher Observation Report
Questions Used in Pre-Conference:
- What would you like for me to observe in your class?
Follow up question when pause occurred: Is there anything
youd like feedback on?
- In what format would you like the observation to be recorded in?
- How long would you like me to observe your class?
- Are there any outside situations or extenuating circumstances
that could impact the class today?
- Would you prefer me to come to B Block Algebra I or D Block
Algebra I?
- When would you like to debrief the lesson?
Unused planned questions for Pre-Conference:
What particular actions from you should I look for?
What actions or processes should I look for from the students?
Questions Used in Post-Conference:
- How did you think the lesson went?
- What would it look like to address the quieter side conversations
similar to how you address the louder behaviors?
- How was I as an observer?
- Was the form I used for the observation effective?
Unused planned questions for Post-Conference
-

What do you think worked well with the Orange Resource sheet?
What happened in the previous class that you altered and changed for
C Block?
What do you feel was effective during our lesson today?

In conducting this observation cycle, I found myself constantly

shifting between the role of a coach, and that of an observer. I
observed the only other full-time math teacher at my site, Ms. M. This
year, I serve as her math coach, collaborating teacher, and in class
partner teacher during two of her Algebra I classes. The majority of our
conversations focus on supporting her teaching practice while
providing her with methods that may improve her effectiveness as a

teacher. It was difficult for me to fully engross myself in the role of

supervisory observer when I first met with her for the Pre-Observation
meeting.
Our Pre-Observation meeting began as curricular consultation
focused on what Ms. M was going to teach that day. I support her
during the class before the one I was going to observe, so I provided
her with suggestions on how to effectively achieve her goals. This
consultation transitioned into the Pre-Observation meeting after about
18 minutes. While there were some questions I was unable to ask
during this meeting, she gave me a list of several things to look for
during the observation.
Equity in calling on students, effectiveness of Do Now, prevalence of
checks for understanding, providing students opportunities to achieve
the days learning goal, classroom vibe/environment, and
differentiating for her high achieving students. In the readings of
Supervision that Improves and Learning by Sullivan and Glanz, it is
suggested that observers should focus on one aspect of the classroom
during observations. I need to improve on being more disciplined
during Pre-Observation meetings in the future in regard to this. I turned
what she wanted me to observe, into the categories that would
populate the observation form and guide the observation.
Once the observation started, I was struck by how detached I felt
from being a participant in the class. I usually serve as a second pair of

eyes and hands in the class, from the start of the Warm-Up to the
collection of the Exit Tickets. Putting myself in the mindset of objective
observer rather than hands-on teacher, took me aback for a moment.
Once this feeling passed I recognized that the clarity and detail of my
observation, would also serve as a support for Ms. M, even if it is
different from what is expected. I observed the class for 30 minutes,
and left the room to organize the observation notes and prepare for the
post-observation conference. I sent the observation notes to her, 30
minutes before we met for the conference.
During the Post-Observation conference, I tried my best to let Ms.
M reflect on her lesson without interruption. I started with asking her
how she felt the lesson went, well overall, although she critiqued
multiple parts of it while she spoke about it. Ms. M had my observation
notes in front her while we met during this time, and referred back to
them multiple times while she reflected. As I listened to her and
thought about the questions that I wanted to ask following the
observation, I was pleased that she had already reflected on what I
was wondering about. Ms. M had already thought about methods in
which she could improve her practice, moving towards everyone
having a notebook for example.
It was difficult for me to get out of coaching mode while having
the Post-Observation conference. I kept having moments where I would
offer suggestions or positive reinforcement during the conference,

rather than keeping the reflection and problem solving in her hands.
Going forward, I need to improve reframing my questions or inquiries
posed to me so that I dont end up speaking more than necessary in
this space. This assignment was a great learning experience for me
however, pushing me to grow in an area where I shy away from at
times: supervision. What should be noted with regard to the
environment of the conference is that we were not able to find a
completely free space in the school during this time. In the room
during the conference was the Math Intervention Specialist, then the
meeting ended when the Principal came into the room to speak with
us.