Running head: CLINICAL FIELD EXPERIENCE D 1

Clinical Field Experience D: Beginning Teacher Observation and Feedback

Daniel D. Ramos

Grand Canyon University

EAD 530: Improving Teacher Performance and Self-Efficacy

Professor Patricia Blanton

November 3, 2021
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Clinical Field Experience D: Beginning Teacher Observation and Feedback

Summary of Coaching Cycle

In preparation for this coaching cycle, I was taken back by how much information is

received in the pre-conference from the teacher being observed. Although I have been the

recipient of various rounds of evaluations, being the evaluator in this process allows the observer

to understand the evaluation tool and ensure that key pieces of the lesson are examined. In the

Pre-conference, the teacher explained the lesson, and while I had the evaluation tool open, I was

able to ask questions to gain more insight to what I would be seeing, as well as to give me insight

on the teacher’s reflection and depth of knowledge of what was being taught. In the pre-

conference, I made the recommendation to provide students with flexibility with the summative

assessment of the lesson to allow students to choose their method of demonstrating their

learning. I also suggested that the teacher provide skills that students with an IEP may achieve as

well as enrichment for students who are able to learn the skill quickly. Both recommendations

were made to keep students learning for the duration of the lesson and provide the teacher with

accurate assessment data from the choices presented to the students.

During the observation, I was able to see how the teacher implemented these

recommendations in providing support for students having difficulty as well as students who

were excelling in learning the lesson. Using the evaluation tool provided, the ratings of these

indicators pushed the teacher from the effective range to a highly effective status as students took

ownership of their learning and felt confident in what they were doing.

In the post-conference, this data was used to show the teacher of how these students were

able to achieve the objective set forth and how differentiated instructional practices can be
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employed in a regular lesson. The teacher was able to make that same connection and stated that

she was apt to continue this practice in future lessons. Thinking of this process, I made the

connection to the article, Preparing Student Teachers and Beginning Teachers for the Post-

teaching Conference, where the authors describe this coaching cycle as a time to, “[s]olicit

feedback and suggestions for improvement and secure confirmation on strategies for achieving

those objectives in future instructional opportunities” (Mitchell & Bott, 2015). While the

evaluation cycle is an ongoing process, being able to improve strategies and keep effective

strategies is how students continue to learn.

Recommendations for Technology

During this process, I was able to observe that this lesson relied on the direct instruction

format to be able to teach the strategy and there was a lacking component of visuals and videos

to explain the skill even further. While the lesson was effective in being able to teach the skill, I

made the recommendation of finding visuals and videos to be able to have the students see and

learn the skill that would make the content accessible for students learning the English language,

as well as students who may have learning difficulties access the general education curriculum.

Another recommendation for the use of technology in the classroom was the ability to use it as

an option of a summative assessment to have students use resources such as Flipgrid and Google

Forms to be able to record and assess their learning while diversifying their learning experiences

to meet their needs.

Building School Culture

As an educational leader, your focus is to provide high quality instruction for students to
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be able to learn. To ensure that this instruction is taking place, you can utilize observations and

evaluations as a lever that will allow teachers to continuously improve their instructional

practices. This practice of discussing, evaluating, and debriefing about lessons being observed

allows for constructive conversations to take place between administrators and teachers on how

to innovate lessons to meet the needs of the students. Danielson talked about this connection in

their text, Talk about teaching!, stating that, “… this effort is best achieved not by mandate from

the principal’s office but through a collegial process in which all educators work through the

multiple challenges that comprise everyday practice” (Danielson, 2015). As educators and

administration work together to improve the practices in and out of classroom settings, the

practice and culture on campus improve for the students to benefit.

Successful Coaching

As a teacher coach, your ethics, values, and developed paradigms come into play in each

evaluation in which you participate. While some of these attributes are wonderful and can assist

in building a positive dynamic on a campus, they cannot be forced into the teachers you serve as

a leverage tool in evaluations to make change happen. This awareness of self allows educational

administrators to understand where a teacher is at on their professional path and encourage them

to move forward. This practice is encompassed by PSEL Standard 6E states that effective

leaders, “Deliver actionable feedback about instruction and other professional practice through

valid, research-anchored systems of supervision and evaluation to support the development of

teachers’ and staff members’ knowledge, skills, and practice” (National Policy Board for

Educational Administration, 2015). By providing feedback based on what is observed and not by

what you perceive is critical in having effective and actionable evaluations that are meaningful
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and relevant to the teachers. These systems allow for innovation to thrive on campus and provide

students with highly effective learning opportunities across classrooms as well as the ability to

compete in the changing world around us.

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References

Danielson, C. (2015). Danielson. Talk about teaching! (2nd ed.). SAGE Publications.

Mitchell, M., & Bott, T. (2015). Preparing Student Teachers and Beginning Teachers for the

Post-teaching Conference. JOPERD: The Journal of Physical Education, Recreation &

Dance, 86(2), 10–13. https://doi-org.lopes.idm.oclc.org/10.1080/07303084.2014.988375

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

Educational Leaders 2015. Reston, VA: Author.