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Clinical Field Experience B: Proficient Teacher Observation and Feedback

Ellen Chang

Master of Education in Leadership, Grand Canyon University

EAD 530: Improving Teacher Performance and Self-Efficacy

Dr. John Utne

December 14, 2022

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Summary of Post-Observation Conference

A proficient math teacher who has been teaching for seven years was observed for the

first ten minutes of class. Students were greeted by him as he stood at the door while the students

were walking into the classroom. A few students approached him to begin talking about the

World Cup games. After briefly interacting with students, students were softly reminded to be

seated before the bell rings. Students were respectful and they went back to their seats to prepare

for the class. While students were reading the agenda written on the Promethean Board, the

teacher verbally read it off to students to follow along. The agenda includes the objective of the

day and the outcome he expected to get out from students as the class is preparing for the final

exams. Students then took out their Chromebooks to review their final exam by playing Kahoot.

He walked around the classroom to remind students to join the game promptly while

recommending them to feel free to discuss with their elbow partners to solve the problems

together. In the midst of math questions, there were a few World Cup related questions, which

excited students to be more engaged. Most students were participating in the game and

discussing answers with their small groups whereas a few students were disengaged and clicking

random answers without attempting to get them correctly.

During the conference, the positive feedback I provided was how well he managed his

classroom routine and environment. The evidence supporting my claim is that he did not have to

remind students to lower their voices as he is going over the objectives, and that students

unanimously took out their Chromebooks from their backpack, which shows that they know

what they are expected to bring to this classroom. Secondly, I was delighted to see that he

incorporated the World Cup questions to the review game as it functions as a little break from

the academic pressure while supporting students’ interests.

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The post-observation questions we asked the proficient teacher were divided into specific

questions. First, we asked questions to clarify the purpose of the learning activity provided to

students. His intention was to have students review the final exam questions with their partners

to be more prepared and gain confidence on the final exam day. Second, we asked how this

lesson was designed to engage students in higher level thinking. The questions he included in the

Kahoot questions challenged students to apply, analyze, compare and contrast, and predict the

mathematical formulas they have learned in this semester. Third question was regarding how he

creates a safe, respectful, and supportive yet challenging learning environment. He claimed that

he makes an effort to get to know each student by having small talks to get to know their

interests. He purposely included the World Cup questions to build connections with the majority

of students as well. Fourth question was about how he feels about his classroom management

skills. He confidently responded that he has built a structure where most students know exactly

what to do as soon as they walk into his classroom. His method to build the classroom routine

was to repeat every day until students are trained to behave in such ways. The last question was

what he would do to students who are not participating or understanding the concept. To support

those students who are falling behind, he designates every Monday as an “Intervention Monday”

to help them catch up with work. His strategies are to have high-performing students to teach

them in a small group, provide review activities through Kahoot or Quizizz where they can self-

assess their knowledge, or have a 1:1 conversation about their motivation and how he can

support them specifically to make improvements in their grades.

PSEL Standard 6 and Implications for Future Practice

PSEL Standard 6 states that effective educational leaders develop school personnel to

promote students’ academic success and well-being. It was evident that the math teacher we
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observed is very proficient at his job. If I were his educational leader, the responsibility I would

have is to continue fostering improvement to increase his potential to thrive higher. When the

school personnel are strongly supported and empowered by their caring leaders, the likelihood of

the staff turnover rate will decrease while the development of their professional growth and

health, motivation, and instructional skills will improve.