Field Experience D: Beginning Teacher Observation and Feedback

Jimena Rising

EAD 530

July 26, 2023

 Observations during Extended School Year (ESY) are very different from observations

that occur during the regular school year. Teachers do not need to use curriculum provided by

the district; however, it is important that they have rules and procedures established and focus

on social skills. “Teachers must establish efficient procedures for the completion of routine

tasks, such as taking attendance, guiding transitions into work groups, distributing and

collecting materials, and handling end-of-class dismissal” (Danielson, 2016, P. 86).

During a preconference with this ESY teacher, I asked the following questions

(Robbins, ASCD, 2015):

·        What is the focus of the lesson? 

·        What outcomes or standards will be addressed?

·        What teaching strategies will you use to produce student outcomes? 

·        What will students do that will let you know that they have mastered the lesson

concepts? 

·        Is it OK if I walk around and watch/speak to students during the observation, or would

you prefer I stay seated and not interact? Where would you like me to position myself so that I

am not interfering with the lesson?

·        Is there anything else you would like to share?

The teacher stated that the focus of the lesson was going to be elements within a story.

Students would be able to identify the characters, setting, problem, and the solution of the story

Edward the Emu. Students would demonstrate understanding by being able to complete an exit

ticket answering what the elements of the story were. She let me know that she has been
working hard on classroom management because she has two aggressive students in her

classroom. I recommended that she use positive reinforcement for these students and to use a

behavior chart as indicated in their IEPs. I also recommended that she allow students to draw

their answers to the exit ticket rather than just write.

During the observation the teacher opened the lesson by stating that they had already

learned characters and setting, and they would review that while also focusing on problem and

solution. She then used an anchor chart to go over the elements and read the story out loud. As

she read the story, she had students answer questions about the elements orally. They used a

fun exit ticket at the end of the lesson. The teacher did use a lot of positive reinforcement

during her lesson but did not have students draw for the exit ticket. She provided a sentence

frame for students to fill in.

The post-conference was simple and sweet. We went over the learning targets, and I

asked her how she new that her students had met them. We also evaluated the exit tickets

together to determine how many of her students fully understood the concepts. “Feedback can

include looking at finished work (such as student papers) as well as processes (such as how the

teacher used questions to help her students interpret the pictures in their storybook).”

(Bookhart & Moss, 2015). Most of her students did not fully understand how to identify the

problem and the solution in the story and the teacher realized that she would have to teach this

in a different way.

One suggestion that I made about the use of technology was to maybe start by using

short clips that show a problem and solution so that students could orally practice the skill. She

could then practice again whole group with a story, and then allow students to practice
independently. Additionally, she could use PowerPoint to create a presentation to create slides

in which she displays a problem and then has possible solutions listed- students would have to

pick the best solution. Exit tickets could also be done digitally.

I went into this observation trying to be as supportive of the teacher as possible. It was

very well known that this teacher has a lot of experience. She has been a long-term sub and a

CTT for 35 years, but this is her first year as a classroom teacher. Because I am younger, she

was very reluctant to talk to me, and so I assured her that I was only there to help her with new

ideas that I have seen. She did not feel any judgment and felt comfortable asking me questions

after the observation was over. In the future, I think that it is important that I keep servant

leadership in mind and help teachers in any way that I can.

   
                                                

Reference

Danielson, C. (2016). Talk about teaching!: Leading professional conversations. Corwin. 

Robbins, Pam (2015): ASCD: Peer Coaching to Enrich Professional Practice, School Culture,
and Student Learning: WWW:
at:http://www.ascd.org/publications/books/115014/chapters/Appendix_B@_Sample_Pre-
Conference_and_Post-Conference_Questions.aspx

Brookhart, S. M., & Moss, C. M. (2015). How to Give Professional Feedback. Educational
Leadership, 72(7), 24–30.