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Beginning Teacher Observation and Feedback

Ashley N. Layne

School of Education, Grand Canyon University

EAD-530-O501: Improving Teacher Performance and Self-Efficacy

Dr. Patrick Tucker

July 6, 2022
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Clinical Field Experience D: Beginning Teacher Observation and Feedback

Observations can either build on top of a positive relationship, or further the divide in a

broken one. Building relationships is the key first step to a good evaluation. The administrator

must show support by providing a meaningful evaluation that is fair and objective (Katz, 2021).

Thankfully, I have already built rapport with Ms. Zoch, the teacher I observed, as peers. Ms.

Zoch is a second year reading teacher at Connally Primary. This is her first summer to teach in

our summer enrichment program. My mentor principal and I discussed that this last year is

technically her first-year teaching because the previous year was not normal by any means due to

COVID. The observed lesson was about using context clues to determine the meaning of words

with multiple definitions.

I began the pre-conference in Ms. Zoch’s room to allow her to feel comfortable during

the meeting (Rooney, 2017). Then I had Ms. Zoch explain the lesson to me. I had her detail the

objectives and strategies she will use to reach them. Together, we looked at her guided practice

and exit ticket and I helped her revise them. Originally, she had students using context to find the

meaning of a word with only one meaning. When I asked her how she would know that the

students met the objective, she showed me her exit ticket. Here was another opportunity to make

some revisions. I asked if there was anything specific that she would like me to look for. She said

she has a handle on the lesson, she just wants me help with behavior.

In the classroom, Ms. Zoch began the lesson at the interactive TV showing a PowerPoint.

There were some students at the carpet and others at their desks. She had students echo read sight

words. Then she went into discussing the vocabulary students would need to know for the lesson.

This included academic vocabulary and story vocabulary. During this time a student kept kicking

her desk each time Ms. Zoch tried to speak. Immediately, she looked at me in panic. I went over
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to the girl and whispered to her to pay attention, then stayed in her proximity. The lesson

continued as she stated the objective of the lesson and discussed different types of context clues

and how to use them to find meaning. She read a story. As she read, she pointed out a word that

she was unsure of because there are different ways the word could be used. She then modeled

how to use context to find the meaning. From there she had students go to their desks and work

in groups to find the meaning of three different words using context. At this point, she came over

to me and started talking about how hot it was outside. I agreed and then began walking around

the room to monitor progress and to model for Ms. Zoch what she should be doing. Once the

students finished, she had them turn in their work and gave them their exit tickets.

I was very pleased with how the post-conference went. I began by letting Ms. Zoch know

that she did a great job explaining the academic vocabulary and modeling during the lesson. I

told her that our revisions to the guided practice worked well, and it seemed the students were

able to find the meaning of the words. I stated I was pleased that the students were so

comfortable with the explicit instruction model – I do, We do, You do – as it demonstrates to me

that this is a routine for them. I asked Ms. Zoch how she felt the lesson went. She said that she

knew she did bad with behavior, and she thinks she rushed through too quickly. I explained to

her that minor incidents like the student kicking the desk are things that happen when students

aren’t engaged. I suggested that she have all the students come to the carpet during that part of

the lesson as it keeps them all in your proximity. Another suggestion was to use the interactive

TV to keep them engaged. I suggested she show pictures to go along with her vocabulary words

which helps students understand word meaning and it helps ELLs. I advised her to have students

come up to answer the vocabulary matching questions to keep them engaged. I suggested she tie

good behavior into it by allowing students following procedures to get to come to the TV.
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Next, I asked what the normal behaviors and routines are when students are working in

groups. I wanted her to self-reflect to key in on the fact that she should be monitoring the

students as they work. She stated that normally as the kids are working, she walks around and

checks their answers. I suggested that as she does so, she dip into the groups, listening and

discussing with them. This helps model good collaboration and gives her a better idea of who in

the group is participating. I told her I noticed that she had the students turn in their work and

begin their exit ticket. She said she has them turn in their work to make sure they participated in

the group and understood the assignment. I followed up by asking, what might be some other

strategies that you could use to encourage participation and ensure there aren’t any

misconceptions? She got very nervous and could not come up with an answer. I replied, what if

you reviewed the answers as a class by calling on different groups? You might even use the

interactive TV again to encourage students to raise their hand and participate. I told her that it

will also help with her worry about going too fast through the lesson. Then have them turn in

their papers.

By the end, she kept thanking me for the ideas. I suggested that she observe Ms. Sheldon,

the next day and that I would watch her class during that time. I wanted her to see how a

seasoned teacher goes through the lesson cycle. I thanked her for letting me work with her since I

am new to being an observer.

By providing specific, constructive feedback it ensured that the observation was

meaningful and gave Ms. Zoch strategies to build on. Delivering actionable feedback supports

Ms. Zoch’s development and promotes student success (NBPEA, 2015). According to Katz

(2021), “the key is to offer guidance, provide time to collaborate with peers, offer meaningful
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evaluations, and treat them as trusted professionals. By doing so, you’ll build a positive school

culture with low turnover and high achievement.”

As a coach, I feel I did a good job of creating a safe and trusting space for Ms. Zoch to

have an open dialogue regarding her lesson. I made it clear that I was there to support her and

help her grow, not cast judgment. Dowd (2019), suggests that it takes a lot for teachers to open

up, be vulnerable, and allow someone into their classroom and as a coach it is my responsibility

to help them get to where they need to be in a low-stakes environment.

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References

Dowd, H. (2019, December 4). How to Build Trust with Teachers: 5 Easy Steps for Instructional

Coaches. Ed Tech Team. https://www.edtechteam.com/blog/2019/12/how-to-build-trust-

with-teachers-5-easy-steps-for-instructional-coaches/

Katz, O. (2021, June 18). How Administrators Can Support Teachers: 5 Helpful Tips. TUIO.

https://tuiopay.com/blog/how-administrators-can-support-teachers/

National Policy Board for Educational Administration (NBPEA). (2015). Professional Standards

for Educational Leaders. Reston, VA: Author.

Rooney, K. (2017, April 4). Pre & Post Conference Tips from a Former Principal. Oncourse

Systems for Education. https://www.oncoursesystems.com/blog/making-pre-post-

conferences-more-valuable