Benchmark - Clinical Field Experience D: Beginning Teacher Observation and Feedback

Jama Dollar

College of Education, Grand Canyon University

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

Tammy Summerville

December 14, 2022

Benchmark - Clinical Field Experience D: Beginning Teacher Observation and Feedback

Summary of Pre-Conference

For this assignment, the Leadership Candidate met with her Principal Mentor to identify

first year teachers. Currently, the elementary school only has one teacher that is new to teaching.

The first-year teacher teaches music as part of the special area rotation.

During the pre-conference, the Leadership candidate met with the music teacher to plan a

time to observe and to engage in a discussion about the lesson. The music teacher shared she

had taught music during summer and camp experiences prior to beginning her official teaching

career. She explained, through these experiences, she had gained better understanding of the

components of teaching music and had been mentored by other music teachers. She shared that

classroom management had initially been difficult for her, but she believes her skills have

improved in this area. When asked how she had improved classroom management, the teacher

shared she worked to build a rapport with students. She also shared she worked to build a

rapport and trust with the teachers by trying to work as part of the team. For example, she offers

to be part of positive reinforcement by offering additional music activities when students

complete work, etc. Teachers are working collaboratively with the music teacher by sharing

expectations and extending class reinforcement opportunities in music.

Together the candidate and teacher established an observation time during a first-grade

group. During the scheduled lesson, students will be discussing rhyme and counting beats. The

teacher plans to introduce and model the beat by clapping, counting and then introducing

instruments such as xylophones. Students will engage in activities both individually and with
partners. The teacher explained along with the first-grade class, separate class students with

specials needs will be joining the group. A paraprofessional will accompany the class. The

teacher explained she plans to integrate the population by having the separate class students

partner with other first graders. She shared determining partners has improved as she has gotten

to know students better. The candidate asked if there were any specific areas of concern. The

teacher shared that introducing musical instruments always caused “a bit of chaos”. She

explained she has gotten much better with explaining expectations and rules when using

instruments. The candidate also inquired about the use of technology. The teacher explained

incorporating technology was still a challenge for her. During the discussion, the teacher shared

she aware of the recommended use of technology in the curriculum. She explained this is an area

she would like to work to improve by visiting other classrooms and working with mentors from

other schools.

Summary of Observation

During the observation, there were nineteen students present. The students entered the

classroom excitedly and greeted the teacher, except for one student that was reluctant to follow

the classroom teacher’s directives about transitioning. That student entered the room but sat

away from the group. The teacher completed a quick attendance based on students sitting in

assigned area. To access students’ previous knowledge, the teacher conducted a quick review

using a visual aid of a line of music printed on a large chart. After modeling, the teacher had

students clap the beat. The teacher had students on one side of the room clap the beat and then

the other side took a turn. The teacher was effectively motivated students to be engaged and try

to “beat” the over team. At this point, the student that was sitting away from the group rejoined.

The teacher quietly praised the student and said she was glad he was there today. Students then
moved on to working with a partner at a xylophone. One student clapped the beat, while the

other used the instrument. Students traded roles to continue to practice the teacher counted

beats. The paraprofessional circulated through the room providing encouragement and some

hand-over- hand support. During the activity students were praised and prompted with both

visual and verbal cues. After students had the opportunity to practice the skill, the music teacher

gained the students attention and provided instructions for cleaning up the area. The teacher

provided a quick recap and feedback. She asked students to give a thumbs-up or thumbs down

about their understanding of making beats. She encouraged students to join in discussion about

beats they had noticed in songs such as Jingle Bells. To conclude the lesson the teacher

reviewed a previous lesson in which students listen to a composer and decide if he was singing,

shouting, or talking. She used her laptop to project the image and asked students to help her

determine which box to drag the composer to.

Summary of Post Conference

Because music is not an area of elementary curriculum the candidate has taught, she

engaged in research to build a better understanding of the curriculum. This research included

visiting CPALMs.org, a state developed site of Florida standards and educational resources. The

candidate also reached out to veteran music teachers to gain a better understand of effective ways

to integrate technology.

After observing, the candidate met with the music teacher to review and discuss the

lesson. During the observation, the candidate noted the teacher had developed effective

classroom management and procedures. This was evident in how quickly attendance was taken,

use of visual supports, providing reinforcement, and appropriately addressing student behavior.

The candidate discussed the flow of the lesson. During the special area schedule that has
specific starting and ending times, the teacher included an introduction, provided instruction of

the targeted skill, provided closure, and moved the students to an activity that included a whole

group technology-based activity. This activity helped to bring students back a conversation and

activity level which would assist them into transitioning back into their classrooms.

During the post-conference, the candidate inquired how the teacher determined which

students had mastered the learning target and which students needed more practice. The music

teacher shared she was basing her evaluation of students’ understanding based on her

observations. During the conversation, the teacher considered the lesson and said she could have

evaluated students individually if she had given the paraprofessional or a student the

responsibility of counting the beats. The pair discussed looking for opportunities to facilitate

rather than lead upcoming lessons.

Recommendations for Effective Use of Technology

After the observation, the candidate engaged in professional conversations and research

to aid her in making recommendations for effective use of technology. The teacher observed

shared she has a class set iPads. This allows her to have apps installed which specifically relate

to her targeted instructional goals. During the discussion, the duo discussed the curriculum,

Quaver Music, integrates technology-based lessons. The teacher shared she had not accessed

enough of those activities to build a strong comfort level with technology-based activities yet.

The candidate also suggested having students use iPads to video partners and then watch the

video to support self-assessment.

Incorporating technology embedded in the district adopted curriculum will help ensure

the activities are targeting specific objectives or standards. Use of technology also fosters
students’ active engagement and independence. Developing lesson activities that include having

students view their performance and self-assess, helps students develop skills with self-reflection

and goal setting.

Promotion of Collaboration, Trust, and Personalized Learning Environment

To help develop a better understanding of the importance and impact music instruction

has on student success, the Leadership Candidate engaged in professional reading.  “Research

has shown that music education, even for young children K-3, helps them with their math skills

and their other skills” (Clark, 2022). Better understanding the impact of music instruction

allowed the candidate to engage in meaningful discusses, while acknowledging the teacher’s

contribution to the school’s success as a whole.

During this assignment, the Leadership Candidate considered how coaching promotes a

school culture conducive to developing collaboration, trust, and supports rigorous learning

environments. Initially, the candidate was apprehensive of coaching and supporting a music

teacher due to her limited background knowledge. In many ways it supported collaboration

because either individual felt like an expert. As the candidate met with the music teacher, she

gained better insight into how isolating it can feel to be the only teacher at the school teaching a

subject such as music. This is further emphasized by being a first-year teacher. Our district

designates most Wednesdays as early release days. This hour allows teachers to engage in

professional development, additional planning, and district committee meetings. Unfortunately,

our district has had multiple school closures due to hurricanes. As a result, early release days

have been cancelled to make-up storm days. While this may not have much impact for veteran

teachers, it certainly impacts beginning teachers. As the candidate collaborated with the music

teacher, she noted how many routine things are just taken for granted. During our conversations,
we laughed about figuring basic things like how to send items to the copy center, making

maintenance requests, grading, how to report your absence, etc. The candidate noted the music

teacher’s willingness to share what she does not know and ask for help. This led the candidate to

consider how this might be different for a teacher that lacked interpersonal skills and to consider

how to proactively support new teachers.

Overall, the candidate considered the importance of feeling supported without judgment.

Approaching challenges alone can feel isolating, while working with a coach can be

empowering. The candidate considered how empowering it was for the music teacher to recount

the initial struggles and ultimate success with improving classroom management and procedures

to support the instructional flow of her class. Coaches listen, support, brainstorm, and challenge

teachers to enhance their instructional skills.

Self-Awareness, Vulnerability, Transparency, and Ethic Behavior

After reflecting on this experience, the Leadership Candidate considered her own

trepidation and vulnerability about completing this activity as a teacher coach. If the school had

two beginning teachers, the candidate considered if she would have chosen to complete this

assignment with the teacher that was teaching a class more aligned to the candidate background

knowledge. The honest answer is probably. It is difficult to approach a situation in which you

realize you lack expertise. In this situation, the candidate has limited background knowledge in

music standards and curriculum. It is important to share these concerns using a transparent

approach. Providing an overinflated description of background knowledge would have

undermined the ability to build a trusting and honest experience. Research has shown, “In work

relationships, just like in personal relationships, there is often a honeymoon period when

everyone’s on their best behavior. This can be quite pleasant, but superficial. Being more open
can feel scary at first, but in the long term, it’s worth the effort” (Kay, 2022). Ethically, the

candidate had a responsibility to develop basic background knowledge to engage in professional

conversations. The candidate discussed and shared these resources with the music teacher.

“Successful observation, feedback, and goal setting relies on the coach's and teacher's abilities to

build a true partnership and engage in collaborative practice” (Heilmann, Moyle, Sparrow, &

Meurer, 2022). While the candidate reached out to experienced music teachers in her district, it

would have been unethical to share specific information about the observation. Disclosing

specific details could undermine the sense of trust and erode the coaching relationship.
 References:

Clark, I. F. (2022). Supporting music education in elementary schools in a low-income rural

area. Education Research International, 2022 doi:https://doi.org/10.1155/2022/6532825

CPALMs Where Educators Go for Bright Ideas, 2019. Florida State University,

https://www.cpalms.org/

Heilmann, J., Moyle, M., Sparrow, T., & Meurer, J. (2022). Early Head Start Teachers’

Perception of Coaching Experiences. Early Childhood Education Journal, 50(7), 1233–

1245. https://doi-org.lopes.idm.oclc.org/10.1007/s10643-021-01255-5

Kay, M. (2022). Top Tips for Building Trust in the Workplace. Information Today, 39(3).