Clinical Field Experience B Proficient Teacher Observation and Feedback

Tate Drane

Grand Canyon University

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

Dr. Hudson

4/20/22
 Clinical Field Experience B Proficient Teacher Observation and Feedback

Summary of Post-Observation Conference

My principal mentor and I agreed to continue to use the main formal observational form to be
able to informally observe a teacher. The veteran teacher’s class that we dropped in on was our
8th grade social studies student. Before we meet with the teacher afterwards, we went over the
notes that we took and compared them along with going over what was valuable feedback verses
unnecessary feedback. We started the conversation with checking in on the teacher including
how they have been. We complimented what we saw and asked a few questions about how their
current unit is going. The constructive feedback we gave was about how the teacher knew if
students were retaining the information since we did not witness any reference to objectives or
an exit ticket. They did assure that this lesson went on longer than intended and will be
continuing where they left off tomorrow.
PSEL Standard 6 and Implications for Future Practice
Letter E for Standard 6, “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), was a strong emphasis for this observation. We
observed this social studies teacher for about 20 minutes in total and had our informal meeting
later that same day after an opportunity for my mentor and I to discuss what we would talk
about. This conversation went well as it was very positive from both sides.
In my future practice, I want to make sure that I am preforming informal observations
and making it into classrooms. Even my principal mentor has admitted that they don’t make it
into classrooms enough but because he became my mentor, he has been in classrooms much
more frequently to help me fulfill requirements. It also make the teacher’s day when we got the
opportunity to discuss her teaching practice and receive feedback to improve.
 References

National Policy Board for Educational Administration (2015). Professional Standards for
Educational Leaders 2015. Reston, VA: Author