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Benchmark: Beginning Teacher Observation and Feedback

Laura Carranza

May 16, 2022

EAD 530

Standard Alignment Rationale

Though my classroom observations I noticed every teacher’s unique ability of instruction.

One main objective I had while conducting class learning walks just visiting the campus

classrooms was to make a small connection with anyone in the classroom. This was huge for me

because I was able to have more one-on-one conversations about each room. This class

observation I chose for my artifact is aligned to ELCC Standard 2 through having leaders

understand and sustain a school culture and instructional program that promotes student learning

via collaboration, trust, and a personalized learning environment with high student expectations.

During my entire journey with Mrs. Vargas, I always kept in mind that becoming a school leader

also meant that I would be building-level education leaders and apply my own knowledge to

promotes the success of every student by developing and supervising the instructional and

leadership staff; and creating and evaluating a comprehensive, rigorous, and coherent curricular

and instructional school program.

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Summary Pre-Conference & Post- Conference Observation

Describe the teacher’s performance based on the improvements you suggested in the pre-

conference. The first-year teacher I had the pleasure of evaluating and coaching is Mrs. Vargas.

She is a 7th grade ELA (English Language Arts) teacher who has a section of SEI (Structure English

Immersion) students as a lab class. In the very begging of the learning walk I did I noticed that Mrs.

Vargas uses a lot of classroom celebrations, through which she puts into practice after every

transition. Some examples are she has her students clap for each other, which makes the

transitions go smoother. She also has an attention grabber which is a must in a classroom, during

the learning walk I also noticed that Mrs. Vargas is very empathetic with her students, a great

example seen during the walk was that she had a close connection with a student whose mom

died a few days ago.

Mrs. Vargas practiced the use of technology in her classroom through displaying the bell-

work on the T.V screen for students to have as a visual, while writing down on their journals.

During the pre-conference I asked what lesson will you be getting evaluated in? which she replied

“think questions.” I asked this because it is a part of the learning goals. Then I proceeded by

asking the following questions, what are your learning goals for the lesson to be observed? The

principal in his observation wrote that students will be able to meet and answer four questions at

the DOK level. How do these specific learning goals relate to your boarder learning goals and

overall instruction? The answer to this question from the principal was “fits the study sync and

curricula map sequence.” Which is questions part of the learning goals as well. For the

instructional goals we discussed how she should keep the dimensions in mind, when instructing

the class. We discussed the dimensions the teacher would be focusing on, and made sure that we

made connections to the learning goals.

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I made this recommendation because it is important the teacher focuses the lesson based

on what she’s working on. During the discussion Mrs. Vargas mentioned that she was Continuing

with the post conference observation we did a review together, this review focused on the areas

the teacher wanted to practice, and as well as the dimensions. We discussed questions such as

what did you and your students do during the lesson? She relied that during the lesson students

worked on a creative writing piece for bell work relating images of social media. The students

worked in groups to answer quiz questions for the future, and they cited their evidence that

supported their answers. What changes did you make during the lesson? We also discussed

reactions, during this discussion I asked, what were your personal reactions to the lesson? What

do you feel went well? what caused you some concern?

Recommendation for Effective use of technology

Describe the recommendations you made for the effective use of technology, and explain

how each supports teaching and learning in that classroom environment. During the discussion

we ran into the 5th dimension and its preparing students for new learning. This dimension is the

impact on students learning, it is important to remember the ultimate results of quality teaching is

the quality learning, some of the recommendations I did to Mrs. Vargas are, Chromebook use daily

through google classroom. Most of the assignments are posted there. She mentioned how study

sync and imagine learning, iReady. She has a doc camera that I suggested her to use for writing,

for SEI instruction. A good strategy to use for SEI students can be I do, we do, you do. The "I Do –

We Do – You Do" teaching technique is illustrated in the classroom, as indicated in the figure

below. This method works particularly well for students learning new programming languages or

web application frameworks, which is where I concentrate my teaching efforts in my classes. The

strategy works by first showing the students how to do something, usually by walking through

code and demonstrating industry best practices (via Lectures, Videos, etc.), then having the
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students code a problem with the teacher (via Hands On Activities), and finally having the students

solve a more complex problem on their own or in a group (via Projects) (via Assignments). The

teacher then assesses the activities and assignments using conventional rubrics to ensure

adequate learning (Reha K, 2019). Using the doc camera to give students a visual can help the

teacher with notes, but also guide students.

Promotion of Collaboration, Trust and Personalized Learning Environment

Reflect on your role as a teacher coach, and how self-awareness, vulnerability,

transparency, and ethical behavior contribute to being a successful coach. Thinking back at

the experiences I have had during the time I evaluated teachers throughout the course, I feel that I

have helped them grow at least just a bit. I have defiantly grown in my way of communication with

teachers. I have experienced a little bit of both sides, the teachers love you and want to get to

hear you, and on the other hand the teachers who have issues with my feedback. During this

process I felt that I did a great job at providing the feedback in a professional matter. The principal

did not help guide me through this time but I referred back to the PSEL standards and one of the

standards (seven) and it mentions that Entrust teachers and staff with collective responsibility for

satisfying each student's academic, social, emotional, and physical needs, in accordance with the

school's goal, vision, and core values. Following ethical behavior and having transparency with the

teachers, gives me the confidence to sit with them and communicate. I have a strong believe to

build professional capacity and practice improvement, to develop and encourage open,

productive, compassionate, and trusting working relationships among leaders, faculty, and staff.
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References

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

Educational Leaders.

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.npbea.org/wp-

content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

Killion,J. 2022. Ten Roles of Coaches.

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.pacareertech.org/

content_documents/9/TheTenRolesofCoaches.pdf

Reha, M. 2019. How to use “I do, you do, we do”. https://www.gcu.edu/blog/engineering-

technology/how-use-i-do-we-do-you-do-teaching