Evaluation Document

Learner Reaction: I have two types of learners from my “unit”. I have the actual 4th grade
students that participated in my model lesson and then the 4th grade teacher that participated
in the coaching cycle.

The students really loved the model lesson. They enjoyed the fact that I was walking around the
room and all students felt acknowledged during the lesson do to the mobility of the iPad. They
enjoyed being able to “write” on the iPad and the preplanned sentence frames really made the
lesson run smooth and allowed for all students to be able to participate in all of the activities
because of the scaffolding.

The teacher was very appreciative of the coaching. She did express the struggle it was to retain
information from the coaching cycle because of the amount of time in between each of our
meetings due to my sparse schedule at her school. She enjoyed being able to implement the
practices into her own teaching and was immediately able to notice the difference in her
instruction and her students’ engagement when she integrated the technology tools.

Meeting Objectives: The majority of the students of the model lesson were able to meet the
objectives of the model lesson. They were confident in their reflection of the learning intention.

The teacher needs more practice and PD on the tech tool itself before she feels like she would
be able to implement fully on her own. Some of the hesitations she has expressed are due to
the fact the tech devices she is working with are older. We are going to purchase some new
materials for her and continue with coaching until she feels confident in independent
implementation.

Facilitator Evaluation: From my perspective the coaching went well. It was authentic and met
the initial goals or wishes of the teacher. As I reflect on the recording of my lesson, I realize that
I need to honor the knowledge of the teacher a little bit better. I want to have collaborative
relationship with my teachers when I do coaching and be less of the advice giver. I also
would’ve like to have a checklist prepared that the teacher and I can work through to help her
meet the goal that she has set. I believe that would help the teacher reach the learning
intention of the coaching cycle.

Materials and Technology: During the model lesson, I used an iPad and the Doceri/Show Me
apps to become more mobile during instruction. I also used it to preplan implementation of
several instructional priorities. I was able to think about and display learning intentions and
success criteria, sentence frames for academic discussion, and opportunities to respond for
student engagement. I believe this was very effective to meet the goals of the teacher that she
had for wanting to use her iPad.
I also use the visual learning video from Pearson for an introductory activity for the math
concept. This allowed for effective discussion with the students. I also used the quick check on
Pearson. This gave students immediate feedback on their learning.

Environment: This classroom is quite small. The teacher keeps her students in 4 rows that are
close together. This is the arrangement for the entire year. I would change the setup for a
couple of different reasons. I believe it is good to change up seating often so that students have
a variety of different people they interact with. I also found it difficult to interact with students
in the middle of the room because of the close quarters. However, because the room is small
there are definitely limitations to the different ways the room could be arranged.

Continuity and Conformity: This coaching cycle would be undeniably more effective if I was at
this school full-time. Also, because I am new to coaching I was definitely “winging it” on my
coaching activities. However, as I have been attending coaching PD’s while also doing this
design class there are a few changes that I would make as I begin coaching cycles with different
teachers. Initially, I would like a chance to observe the teacher either in person or a recording. I
would like to use this to come up with a PEERS goal with the teacher. In this case, the teacher
approached me with a goal she already had in mind. The next major change I would like to
make to my coaching is when I do initial model lessons, I would like to involve the teacher in my
planning process. This would give me insight to what they deem is appropriate for their class
and helps me honor their knowledge of instruction and of their students. I think this is an
extremely powerful step that I missed in this coaching cycle. I would then continue with
debriefing, co-planning, and observing the teacher.