Pre-Observation Checklist for Meeting:

○ Set up time to discuss the lesson to be observed with the teacher.

○ Use your district pre-observation form (if applicable).
○ Use the Pre-Observation Rubric to structure the information you will collect at the
pre-observation conference.
○ Be sure you know what data and observation technique you will collect and that you
and the teacher are clear about the data that will be collected.
○ Upload you pre-observation notes (or document) upon completion.

What date will we do the observation? Can I record the observation?

- Thursday, Block 3

What target(s) and unit will be taught during the observation?

- Three standards
o Creating (3)
▪ How am I going to use these skills and tools to create something and get
to the higher level of understanding
o Responding (1)
▪ How do I apply criteria to evaluate work?
▪ How do I know work is good or not?
▪ Can I talk or write about it?
 ▪ Can I give feedback?
▪ How can I give specific feedback?
▪ Responding to the world around and how artist use art to communicate?
o Connecting (2)
▪ How can I connect my real-life experiences to what I’m doing?
▪ How can I relate my experiences to what we’re doing?
▪ Documenting the process from the beginning to the end to elaborate on
the techniques and the skills?
- Elements of Art – Ingrediencies
- Principles of Art – Recipe

What strategies should I be looking for you to use?

- Give a review
- Start fresh if time
- Work in sketch book
- Responding to another artist
- Kick off new project
- Mini-Lesson related to new tattoo unit project

Are there any students that receive special accommodations?

- ELL students that sit next to each other and leaders in the class
- Spanish and Karan
- One 504

What are you looking for to determine if students have met the target? (Success Criteria?)
- Having students create their own success criteria for creating
- Connecting success criteria is on the board

Is there anything you would like me to specifically collect data around?

- Student Engagement
o Look at during self-response and personal how does it relate to me an own
person interest
o What part are the engaging in and when they are engaging?
o Using Engagement monitoring technique

What date will we complete the post-observation?

- After-school Thursday
Formal Observation Data Collection Form:
○ Use your district formal observation form (if applicable).
○ Use the Observation Checklist to structure the information you will collect.
○ Prepare in advance of the lesson
■ What technology is needed for you to capture data?
■ Where will you sit in the room?
■ Will you interact with students or not? (Questions you’ll ask)
■ How will you collect the agreed upon data?
■ What does the teacher want feedback on?
○ If the lesson will be video-recorded - be sure you know the format (ie. I-pad) and
how/where you will place the video recorder.
○ Upload you observation notes (or document) upon completion.

Observation Notes: Iowa Teaching Criteria

● Record specific data points below. Standard

“What was the project that we just finished?”

Carlos, “Pointalism.”

Called on student and they didn’t hear with headphones

in. Redirected

Student said, “Huh.” Paid attention briefly and then went

back to phone.

Reviewed elements and described that “line” is important.

Related it to the shading.

Related types of tattoo art and had students related to

what they currently like.

Teacher, “Does anyone have any (tattoo) style that they

already like?”

Students raised hand.

Student’s shared how they might relate to this topic

When through background of Rosie Camanga. Asked

students to record name in their sketch books.

@9:25 – 4 students on phones.

Question “What is a stencil?” Alayna, “Used to trace.”

“Carlos, Can you describe what a flash sheet is?” Carlos,

described what a flash sheet is used for. He also
referenced how he uses flash sheets.

“How would you describe his (Rosie’s) style? Alayna.”

“Not realism, but pieces are taken from real life.”

Read quote from Ed Hardy, asked students to describe.

Gave short wait time. “Alayna, can you describe?” Alayna
described.

“What sounds more nerve wreaking? Getting a tattoo or

going to war? Probably going to war.”

Connected to Veterans Day and discussed how we

should show empathy and compassion.

“This is what we call, Primitive Art”. People that aren’t

educated in art, but finding and doing art.

Choose one of these quotes that might sum up what

Rosie might have thought about art. This is a “Responding
Grade”.
- Explained, “One quote and one sentence that you
believe described the artist.”

All students became engaged – Signs

- Body language changed. Students that hadn’t
opened sketch books opened them. Students
moved to see the board.
- ELL students turned and interpreted the
expectations

Student said they didn’t know how to describe. Teacher

gave student an idea of what they could write.

How many people have an artist that they already know

about?
- One student raised their hand and shared out
about his brother. Used vocabulary of art.
- Another student shared about their family and
sister.
Does anyone follow different tattoo artist that they like?
- Student raised their hands

Instructions for the rest of the day.

- Find an artist that you really like
- Use elements of art to describe what you like aout
the artist.
- Going to Canvas and completing a discussion post
for a Responding grade.

Students got computers out or phones to start looking up

artist.

Gave 20 mins to do research and response.

- Is this a process that you have used before?
- What routines do you have in place for
independent work time?

Ian, “How do we look these up?”

Teacher, “That’s a good question. What is a good way to

start these searches?”

Alayna responded, “Look up a style or type of tattoo that

interests you.”

Teacher circulated and assisted students. Sat at each

table and discussed what each of the students were
finding.

Lots of student work displayed throughout room.

Student work with student responses posed on the side of

the room

Light kept dim and music played during independent work

time

15mins into research – If your done raise your hand.

- If you’re done, we’re going to go over next steps.
- Started presenting information.
- Asked everyone to pay attention
- Some students continued to look down
- Teacher moved close to students not looking at
teacher

Explained how the next step would support the rest of the
unit and how they will become both the artist and the
customer.

Sheet will support the artist that creates their piece as the
customer

Let students choose if they want to finish pointillism

project (Last day.) or let them start working on their tattoo.

Students began working independently.

Gave student’s instructions to go back into the discussion

and find two posts by peers to responded with using the
Elements of Art and Principles of Design.
- Gave example of student selection.
 - Gave time limit of 10:40 to complete responses in
Canvas

Students started filling the sheets out about themselves.

Helped student that was not making progress

Showed students some examples of style that were still

trying to figure out what they liked
Post-Conference Planning Documents:
○ Video Record the post-observation conference for your review later.
○ Prepare the post-observation conference by using the Post Observation Conference
Rubric
○ Fill out the Post-Observation planning document
○ Script the ORID questions you will be asking during the conference
○ Include Standards and Criteria in your conversation with the teacher
○ Reminder - 80/20 rule - Teacher does the majority of the talking.
○ Conduct and record post-conference meeting.
○ Upload post-conference notes (or document) upon completion.
○ Complete self-reflection prior to final class by using the Post-Observation Rubric.

Item

Evaluator Notes
1. What structures do you have in place for
1. What “Questions” need to be
independent work?
addressed in this conference?
2. What strategies have you used for providing
students with new information?
3. How could you engage students with the new
information at the beginning of the class?
4. What strategies would allow them to
investigate the concepts and make some
connections to prior knowledge.

Standard 3 criteria C and D – Use of tattoos is a

2. Areas of strength relating to the
topic that will engage in the lessons.
Iowa Teaching Standards and Criteria
(use model descriptors as needed).
Standard 7 criteria A and D – Made connections
OR Iowa Standards for School Leaders
to how the teacher was developing skills along
(and criteria)
side of the students with the implementation of
the new unit. Worked along side PLC members
to develop unit.

Teacher planned the lesson/unit with the

3. Data to share and discuss relating
assistance of her PLC and working with
to areas of strength.
teachers from other content areas to participate
as customers for the artist in her class.

Standard 6 criteria A – Student engagement

4. Areas for improvement relating to
during direct instruction was lowest.
the Iowa Teaching Standards and
Criteria (use model descriptors as
needed). OR Iowa Standards for
School Leaders (and criteria)
5. Data to share and discuss relating
to areas for improvement.
6. What are examples of objective
questions you might ask?
7. What are examples of reflective
questions you might ask?
8. What are examples of interpretive
questions you might ask?
9. What are examples of decisional
questions you might ask?
10. Planning for the future:
Strengths to reinforce.
11. Planning for improvement: Areas
of concern to address.
12. How will you check that the
teacher has “heard” your key points?
During observation the same students
participated. (Carlos and Alayna) How could
you get more students involve in the
conversation? Other students not engaged in
lesson until told of assessment opportunity.
What do you remember about the lesson?
Which individuals did most of the participation
during the instruction?
Which activities and questions did you ask that
received the highest level of student
engagement and response?
How are these (Questions, actions, activities)
different from the parts of the lesson where
students were less engaged?
Which of these things do you want to increase
ore?
What support do you need to increase and
integrate these successes more frequently
throughout your lesson?
Students enjoy learning about topics they are
interested in. This was evident by the increase
in engagement when they were asked to do
research about an artist they like and plan to be
the “customer” of the tattoo artist.
How can the actions you took during the
independent research time (students sharing
their interest, students planning to be the
customer, opportunities for student to have
autonomy over what they select to learn) be
carried into other aspects of the lesson
I will ask questions that guide the teacher to
focus on
 Module 7

Coaching and Conferencing: Sample ORID Questions

Objective Questions (They are easy to answer. They get the facts and information. Their Reflective Questions (They elicit emotional response and personal reactions. They invite a
purpose is to relieve stress and invite active participation.) deepened level of participation: think, feel, believe, gauge.)
What? What about “The What”?
What do you remember most vividly about . . . ? How do you feel “it” went?
What were the key points you noted about . . . ? What was the most/least successful thing you noted?
What did the . . . actually do during . . . ? What seemed to really work (or not work)?
What did you/they accomplish? What concerns you? Confuses you? Annoys you?
What did you observe during the . . . ? As you look at these artifacts, what concerns/pleases you?
Which individuals did . . . ? What were the behaviors you observed? As you reflect on the evidence on standards and criteria, what
Where does this action/activity fit in the Iowa Standards for School Leaders? pleases/concerns you?
Which actions or activities were addressed? What one thing that you did made you feel most effective?
What body language did you notice in the participants? What was exciting, surprising, or frustrating about . . . ?
How many different resources did you use in . . . ? What part of the . . . was/will be hardest/easiest?
What are some innovation/trends that you noted? How did you feel as you were . . . ?
Are there artifacts that I should examine? Where or when do you feel . . . had difficulty/will be difficult?
What facts do we know about this situation? Which activities/actions do you think fostered high involvement?

Interpretive Questions (They invite sharing, and they build consciousness. They generate
options and possibilities. Brainstorming and identification of possible solutions is the norm.) Decisional Questions (They develop opinions/options/solutions that lead to future actions. They
clarify expectations for improvement or change.)
So What? Now What?
What did you learn about yourself through this experience?
What things will you do differently?
What things could you have done/could you do to increase . . .?
What things will you do the same in future . . . ?
What things could you have done/could you do to extinguish the undesirable . .
Which of your skills will you further develop? And what will you do to develop
. .?
them?
What are some examples of techniques or strategies that worked/coul work for
What things will you do to increase . . . ?
you in this . . . ?
What things will you do to ensure future success and/or prevent future failure?
What are things that you might have done/ could do in the beginning (or middle,
What things will you do during . . . to sustain or extinguish . . . ?
or end) of this . . . that would have enhanced/could enhance the outcome?
What are your next steps? What actions/ideas has this triggered for you?
\What do these results mean to you in terms of future planning?
What supports will you need to continue to work on those areas of concern to you?
What other ways could you assess . . . ?
What goals have you set for yourself that are related to our conversation?
What insights have you gained about how you . . .?

Module 7: Tool 7.5 ©2007 Module 7 Handout 8

Post-observation Conference Reflection:

Now that you have conducted your Post-observation Conference it is time for the participant to
be a reflective practitioner on the Post-observation conference experience using the Post-
observation Conference rubric.
Please carefully read through all the steps of this reflection, complete each step, and submit
your reflections.
Step 1:
Review through the Post-observation Conference Rubric and the key components of conducting
a Post-Observation Conference.
Step 2:
Watch or listen to the recorded Post-observation Conference video/recording that was
conducted with your cooperating educator.
Step 3:
Reflect on the video and rubric. If necessary, the participant may want to watch the video
multiple times.
Step 4:
Answer the following reflection questions and upload the document to the course:
1. Using the rubric, what are areas of strength you employed during the Post-observation
Conference with your cooperating educator? Please provide actual evidence from the
conference video to support your suggestions.

2. Using the rubric, what areas of improvement would you consider from this Post-
observation Conference experience? Please provide actual evidence from the
conference video to support your suggestions.

3. What data was collected? How was it organized and shared with the educator? What
decisions were made based on the data and why?

4. As you plan for future Post-observation Conference with other educators, what is your
plan for improving your evaluation knowledge and skills?