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Teacher Coaching and Development Process

Ashley N. Layne

School of Education, Grand Canyon University

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

Dr. Patrick Tucker

June 8, 2022
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Observation Pre-Conference

What aspects of the pre-conference are similar or different from what you have

experienced as a teacher?

The questions in the preconference videos were similar to ones that are asked in the pre-

conferences that I have experienced. The main difference is that my principal had me complete

the questionnaire myself prior to our meeting. Then we just discussed my answers. Because of

this, the conferences in the videos were much lengthier. I believe that it is done this way at my

campus because it can be challenging constructing your answers on the spot. However, after

watching the videos, asking the questions in person leads to a more in-depth discussion in which

more follow up questions can be asked based on the teacher’s answers. In these videos the

teachers really walked the coach through the lesson. This is very different from my experience.

What questions did the coach ask during the pre-conference that focused the observation

on areas the teacher would likely have feedback?

The main question that stood out in both preconference videos was when they asked if

there was anything the teacher would like the coach to look for in the lesson. This opens up the

door for the teacher to get additional support in areas where they feel it is needed. The coach also

asked about connections to prior lessons and scaffolding. This opens up the door for feedback

about the execution of the scaffolding. Another stand out question is surrounding the strategies

that will be used throughout the lesson and the strategies used for assessing whether the students

met the learning objective. I would anticipate that feedback would be given based on the

strategies they used and how successful they were.

What do the teacher’s responses tell you about his level of planning and preparation for the

lesson?
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In the video, it was clear that the teacher prepared for the lesson, however as the coach

dug in deeper with her questioning, it became more obvious that his preparation was not as

thorough as what was expected. He mentioned that as they talked things out, he realized that he

needed to adjust throughout. Therefore, I believe that he only completed the basic levels of

preparation but needed to be more detailed in his approach.

Classroom Observation

What positive feedback would you give this teacher regarding this lesson? Provide specific

evidence from the video to justify your feedback.

The teacher in this video has a great grasp of routines and strategies for academic

vocabulary. It was evident that the students knew the hand motions for story elements that they

have learned in a prior lesson. Activating prior knowledge as done in this lesson proved helpful

as they progressed through the new lesson.

Another area in which the teacher performed well was modeling. She did a fabulous job

demonstrating for the students and that lead well into guided practice. She periodically walked

around to make sure students were on task and grasping the material.

What constructive feedback would you give this teacher regarding this lesson? What

evidence would you cite to justify this feedback?

An area for refinement is implementing the full lesson cycle. The teacher was successful

at reviewing prior skills, modeling for the students, and including guided practice. However,

there was no peer collaboration or independent practice. Collaborating with a partner of table

group on some of the parts of the lesson, such as placing the story in order, would have allowed

for more discussion and problem-solving. By completing all the steps with them, as kids shout

out the answers, it is difficult to gage their understanding. Along with that, I feel that to know if
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the lesson’s objective was met, students should have been given the opportunity for independent

practice.

Finally, the teacher began by requiring students to put their hand up to answer her

questions, but as the lesson progressed, she became lax on that requirement. Eventually students

were shouting out answers. She would benefit from establishing a routine for calling on students.

When observing a lesson, what are components a coach/administrator might look for?

Explain your answer.

A coach or administrator will likely look for several key items during an observation.

Examples include pacing, student engagement, differentiation and scaffolding, and participation

strategies. A lesson should not be too fast so that the students don’t have the opportunity to grasp

the material, and it should not be too slow because they could lose interest. Another area that is

of great importance is participation strategies. The teacher should have routines in place for how

they call on students. Additionally, there must be opportunities for partner or group work.

What types of feedback should coaches/administrators provide teachers after viewing the

lesson?

Both positive feedback and constructive feedback should be given to a teacher so that

they know where they can reinforce their delivery and where it can be refined.

Should coaches/administrators provide constructive feedback or additional support during

an observation? Explain your answer.

Feedback must be timely for it to be effective. The best-case scenario is to provide

feedback within 24 hours of the observation. According to the Network for Educator

Effectiveness (2019), this ensures that the lesson is still fresh in the teacher’s mind so that they

can take steps to improve their lessons and it builds a relationship based on trust.
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From everything I read, there was not anything specific about constructive feedback

during the lesson. To me that seems counterproductive and will leave the teacher feeling

undermined and discouraged. It could be helpful to provide additional support as needed during

the observation. Specifically, if it relates to the area the teacher requested feedback on during the

preconference.

Post-Observation Conversation Opening Comments and Specific Evidence

What did you notice about the opening comments by the coach? How does this set the tone

for the post-conference?

The coach began the post-conference by using very positive language. She mentioned

that she enjoyed observing his class. This set a very positive tone for the conversation and set the

teacher at ease. She also detailed the purpose of the conference making sure to point out that it

was a learning opportunity for them both.

The coach used specific evidence during the post-conference when giving this teacher

feedback. What effect did this appear to have on the discussion?

By using specific evidence, the coach provided the teacher with the opportunity to draw

his own conclusions about the outcome of the lesson and the areas that he needed to work on

(Finley, PhD & Insight ADVANCE, n.d.). It opened the door for self-reflection and got him

thinking about strategies that could be utilized in future lessons.

Post-Observation Positive Feedback and Areas of Refinement

Evaluate the effectiveness of the coach's ability to give positive feedback. In your opinion,

was she effective in validating the strengths of the lesson? Explain.

In the video, the coach was able to effectively detail the strengths of the lesson. She

pointed out the specific goal he was working on. She cited specific examples of from his lesson
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and strategies that he used. She mentioned that based on the rubric they were working off of he

had rated himself distinguished. She then proceeded to agree with that rating and you could tell

from his body language that he was pleased by the validation.

When the coach gives constructive feedback, she often phrases the feedback in the form of

a question. Why is this a good strategy to use when asking the teacher to reflect on areas of

the lesson that need refinement?

In part, the role of administrator is to provide teachers with the opportunity to reflect. By

creating a conversation about their instructional practices and phrasing feedback in the form of a

question, it gives the teacher the opportunity to self-reflect as they think about how their lesson

progressed, what strategies they used, and what impact it had on student outcomes. According to

Danielson (2015), professional conversations help teachers think through their lesson and

possible outcomes of different approaches. Additionally, using the question format allows the

feedback to be more personal and growth oriented which can save time and build relationships

(Finley, PhD & Insight ADVANCE, n.d.).

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References

Danielson, C. F. (2015). Talk About Teaching!: Leading Professional Conversations (Second

ed.). Corwin.

Finley, PhD, T. B. & Insight ADVANCE. (n.d.). Feedback Strategies for Coaches and

Administrators. Insightadvance.Com. https://visiblybetter.cepr.harvard.edu/files/visibly-

better/files/instructional-feedback-guidebook.pdf

M. (2022, April 15). The 3 Golden Rules and 5-Step Guide to Giving Effective Feedback |

Network for Educator Effectiveness. Network for Educator Effectiveness |.

https://neeadvantage.com/blog/the-3-golden-rules-and-5-step-process-for-feedback-

conversations/