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Teacher Coaching and Development Process

Anna Underhill

Department of Education, Grand Canyon University

EAD-530: Improving Teacher Performance and Self-efficacy

Dr. Gary McDaniel

September 28, 2022

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Teacher Coaching and Development Process

Observation Pre-Conference

When comparing the pre-conference with my experience, I can reflect on the different

experiences I’ve had with pre-conferences for observations. In previous districts, I was required

to submit the lesson plan to the evaluator prior to the pre-conference. In the district I am

currently employed at, there is no lesson plan required, but there are a series of questions that I

am expected to fill out prior to the meeting. The questions asked on the form ask me to explain

what the students are expected to learn and to justify why I am teaching this lesson.

From the video, the administrator asked some clarification questions that pertained to the

specific lesson the teacher is planning to teach. The evaluator took notes on what the teacher

explained. The evaluator asked specific questions to gauge what the students should already have

experience with such as asking the teacher if students have prior experience with specific writing

strategies. The teacher responses provide indication of how knowledgeable they are in the

subject, what outcomes they are expecting, and to see what issues they may see arise and how to

handle those situations. In my previous experiences, I’ve always been asked to explain the

dynamics of the classroom. Since I am an English teacher, I usually provide commentary on the

students test scores and their levels for reading. Within the conference video, the teacher did the

same and brought up samples of students scores to justify her reasoning.

Classroom Observation

When observing a lesson, a coach or administrator may look at the dynamics of the

classroom. They would look at how the classroom is structured as far as how desks and tables are

placed around the classroom, how the teacher organizes materials, and what procedures are put

in place. Looking at how the classroom is set up is an important component to seeing how
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successful the teacher and students can be in the classroom. Andrew Clay, author of “10 Tips for

Setting Up Your Classroom” states, “You’re going to also want to designate a space as your

teaching station. This is a place for you to arrange all of your teaching materials for that day (i.e.

copies, pencils, paper, dry erase markers, etc.). This may in fact be your desk, but more likely it

will be a separate space that is centrally located. Having a teaching station ensures you don’t

waste instructional time and invite student misbehavior, having to hunt for something” (2015).

While the classroom setup may seem like such a trivial thing, it’s one of the most important

aspects of a classroom. Having items properly organized and systems in place ensures that

instructional time is not wasted and that there are procedures in place in the classroom which

students thrive off structure.

Feedback from coaches or administrators should be constructive feedback. Any type of

feedback given should be with the success of the students and the teacher in mind. I have

received previous feedback from my evaluators that did not apply to my classroom at all. I was

given generalized feedback that the evaluator gave without really knowing the dynamics of my

classroom. If the evaluator has suggestions on how to improve classroom management through

procedures or classroom set up, then it should absolutely be provided to the teacher. Every area

such as classroom management, pedagogy, and content should be looked at when conducting an

observation. Each area is an important component when delivering a well-tailored lesson. The

evaluator should provide feedback that they see fit in any areas that they have observed.

When conducting an observation, it’s important that the evaluator not intrude on the

lesson. Unless it’s a legal issue, the evaluator should not be providing feedback or additional

support to the teacher while conducting the observation. Interrupting or providing feedback

during an observation would skew the information that is being written down for the teacher’s
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evaluation. It also hinders the teacher’s ability to grow by reflecting on the lesson because there

is someone there providing feedback as they are giving the lesson.

Post-Observation Conversation, Opening Comments and Specific Evidence

When reviewing the video, the first thing the evaluator did was thank the teacher for allowing

her to observe her classroom. She then precedes to ask her how she felt her lesson went. I like

that the evaluator thanks the teacher. We all know that evaluations are part of the process, but it’s

enlightening to see the teacher being thanked and be shown appreciation. When being asked to

reflect on the lesson, it sets the tone for the teacher to have the opportunity to show the areas they

feel could have been improved and went well. In the “Pre & Post Observation Conversations,”

the evaluator starts off with stating that she enjoyed the lesson, and she also asked the teacher

how he felt the lesson went. The coach references notes when asking about the warm up and

discussing the timing of the warm up. This allowed for the teacher to reflect on improvements

that need to be made.

Post-Observation Positive Feedback and Areas of Refinement

The evaluator asked questions and gave suggestions during the conference. For example,

instead of just stating that the warmup took too long and new learning didn’t take place until the

latter half of the period, she asks how it can be adjusted and has the teacher get out a piece of

paper and works through the next days warm up with the teacher. During the first half of the

conversation, it felt that the teacher was providing most of the discussion. When looking at one

of the components in the evaluation rubric, she begins listing off positive feedback for that

section. When a coach or administrator provides feedback in a form of a question, it allows the

teacher to reflect and come up with a solution. This is a good strategy because it allows the
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teacher to have a voice and not just be given a list of changes they’re expected to make from the

evaluator.
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Resources

Andrew Clay (2015, August 12). 10 tips for setting up your classroom. Teach For America.

Retrieved September 28, 2022, from https://www.teachforamerica.org/stories/10-tips-for-

setting-up-your-classroom

Office of Superintendent of Public Instruction. (2016). Pre & Post Observation Conversations.

Retrieved from https://www.youtube.com/watch?v=fszjY0tKJlA.

YouTube. (2016). Part 3: Elementary Post-Observation Conference. YouTube. Retrieved

September 28, 2022, from https://www.youtube.com/watch?v=RYbmTVr7q-

8&feature=youtu.be.