Benchmark - Clinical Field Experience D Beginning Teacher Observation and Feedback

Tate Drane

Grand Canyon University

EAD-530-O500 Improving Teacher Performance and Self-efficacy

Dr. Hudson

5/4/22
Benchmark - Clinical Field Experience D Beginning Teacher Observation and Feedback

Summary of Pre-Conference, Observation, and Post-Conference

The teacher that I was able to be a part of the evaluation process was our first-year choir

teacher. This was an interesting experience when we first met for the pre-observation. This was

our opportunity to build trust with this new teacher as it was only their second observation of

their career along with an additional observer (me) within the classroom. Building trust during

the pre-observations is important for the teacher to be able to teach their lesson comfortably and

not teach differently because of stress (Danielson, 2015). Our meeting started with discussing

how the process would work including how we will come in early and wait until the post-

observation to discuss how the lesson went. My principal mentor answered a few questions that

the teacher had about what she needed to have ready for the lesson and what needed to be

uploaded to our state’s teacher evaluation system (RANDA). The teacher then went on to walk

us through what we will be expecting during the lesson including the warm-up, objectives,

progress checks, and their exit ticket. We conclude with seeing if there is anything that they

wanted us to really look out for during the observation and behavioral management of 4 specific

students was requested.

During the observation, we arrived during the passing period prior to the actual class

where we were able to witness how the teacher meets students at the door with elbow touches.

Both my principal mentor and I filled out the observational tool separately to be able to compare

our results afterwards. I took notes on each category that I could check off during the

observation. I made 3 different recommendations throughout the lesson such as providing paper

copies of music notes on the board and an adaptation to their exit ticket to make the most of

evaluating students’ knowledge.

 Before the post-observation (same day), we quickly met to compare our observation

tools. We checked off very similar boxes throughout the lesson within teacher behaviors, student

behaviors, classroom management, and classroom environment. I did take a few more notes

about each box checked off, but my mentor was able to provide more feedback about how the

lesson went. He provided quite a few more compliments than I did. After combining our results,

we met with the teacher about the lesson which started by letting them describe how they thought

the lesson went. They were very honest and focused much of the summary on how they could

improve one of the checks for understanding. Which is something we both took notes on, but

complimented them on how they tried it, self-reflected, and already make changes for the next

time they use this lesson. The other major suggestion that was brought up was about checking in

on students during the warm-up as it was very student-paced with little teacher interaction. They

explained how they do usually try to check in with individual students during that time.

Recommendations for Effective use of Technology

The warm-up was posted on the projector screen at the beginning of the class. They were

musical note that students were to vocally practice and then write down how they felt about their

ability to preform the note. From there they were to take instruction from the teacher at the

beginning of the class as they went over a few vocal notes and practiced them. One of the

technology use recommendations that I suggested on my observational tool was if they could use

their Chromebook to also follow along and record their self-reflection. This provides students the

opportunity to use technology to record their progress and save their self-reflections. This also is

more efficient for the teacher to keep records throughout the units and provides accuracy of notes

as students have the notes right in front of them instead of the room (Shadiev, Zhang, Wu, &

Huang, 2020). Our students are required to have their individual school device available at
school every day, and this is a great way to continue to incorporate technology within the

classroom. These can be used to research historical information or assist them in learning notes

to help different learning styles reach their maximum ability.

Promotion of Collaboration, Trust, and Personalized Learning Environment

My principal mentor led the conversation and allowed me to chime in and add additional

information throughout the post-observation. He started by making sure the teacher know that

they liked the lesson and allowed for them to brag on themselves about what they thought went

well. This builds more trust and comfortability for the teacher as the meeting went on. When

recommendations were made including incorporating technology for warm-ups, we worked with

them on trying to come up with ideas to use the devices and save them time of printing out so

many sheets. They were appreciative of us being considerate about their time and wanting to

make it is easier for them to prepare their lessons. He geared all constructive feedback in a way

of promoting the teacher’s improvement and striving to be the best possible teacher they can be.

Self-Awareness, Vulnerability, Transparency, and Ethical Behavior

The process of making sure that you check off the appropriate information on the

observation tool takes significant focus. Plus, this observation is a permanent record recorded in

their RANDA. Self-awareness is a must to be able to give an appropriate and rightfully earned

result to their observations. This also allows for us to be transparent with teachers that we do

observe about everything that happened within the lesson. This was apart of why we were able to

confidently provide constructive feedback when needed. Since observation results that are

recorded within RANDA make up 50% of teacher effectiveness rating, it’s an incredibly serious

task for the evaluator. This means being honest about what is being observed and recording only
what is actually observed/or if evidence is provided that they meet those criteria. Modeling the

expected ethical behavior can help push our teachers to strive for their best. During the coaching

process, we want to be self-aware, vulnerable, transparent, and model ethical behavior for our

teachers to improve. Without this, our students can’t reach their maximum potential.
 References

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

National Policy Board for Educational Administration (2015). Professional Standards for
Educational Leaders 2015. Reston, VA: Author
Shadiev, R., Zhang, Z. H., Wu, T.-T., & Huang, Y. M. (2020). Review of Studies on Recognition
Technologies and Their Applications Used to Assist Learning and Instruction.
Educational Technology & Society, 23(4), 59–74.