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Teacher Coaching and Development Process

Kevin Chang

Master of Education in Leadership, Grand Canyon University

EAD 530: Improving Teacher Performance and Self-Efficacy

Dr. John Utne

November 30th, 2022

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Observation Pre-Conference

My experience in the Pre-Conference was quite similar to the observation that took in the

video. Prior to the classroom observation, I met with my principal and/or vice principal to briefly

present my lesson plan. One difference in the video “Part 1: Elementary Pre-Observation

Conference” from my experience was that the principal (Ms. Young) asked follow-up questions

to obtain a deeper understanding of Ms. Ward’s intention. Ms.Young seemed well interested in

the teacher’s intentions behind every methodical strategy and action plan. Ms. Ward was asked

about her objectives, structures, expectations, academic relationship, and teaching strategies, as

well as how she was going to measure the student's understanding of the content materials. Ms.

Ward was well prepared for her upcoming observation as her body language and responses

displayed confident and analytical answers. A teacher’s lack of preparation can be detected when

they cannot answer follow-up questions and shows hesitant behaviors.

Classroom Observation

When observing a lesson, the evaluators look for classroom management skills,

assessment strategies, the objective of the lesson, a realistic and achievable set of goals, and

student engagement/participation. These are crucial factors in facilitating an effective classroom

for all students regardless of their age. Following the observation, the most important type of

feedback from the evaluators is the “area to improve”. Administrators should focus most of their

focus on this area to continue to them learn and grow as a professional. However, the feedback

should be constructed methodically where positive feedback is also included to balance the

chemistry. In addition, the tone used during constructive feedback should be friendly and

encouraging to promote growth, rather than discouraging a teacher. While additional support and

constructive feedback can assist the teacher being observed, it is best to save them until the post-
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observation. The teacher being observed should be allowed to perform their duties without

interference. The only time this would be acceptable is if the teacher seems completely lost or is

causing harm to the students learning.

Post-Observation Opening Comments and Specific Evidence

The evaluator began with a positive tone by thanking the teacher for allowing her to

observe the classroom and asking how the teacher felt about her performance. By doing so, she

set a friendly environment and eased the tension moving forward with the post-observation

meeting. During the post-observation, the evaluator asked about the sentence frame, the

scaffolding approach, and how the teaching can be enhanced should the teacher be given another

opportunity to teach the same lesson again. By providing specific evidence from the observed

lesson, the teacher was provided with an opportunity to reflect on her practice.

Post-Observation Positive Feedback and Areas of Refinement

The administrator successfully provided meaningful and effective feedback to the teacher

through specific examples. She validated the strengths of the lesson by recognizing student

achievement and engagement throughout the lesson. As an evaluator, she was able to identify the

effectiveness of the lesson by examining the students’ understanding of the content material. The

evaluator also phrased a question when providing constructive feedback rather than simply

identifying her observation to stimulate self-reflection. By allowing the teacher to answer those

questions, they are making self-corrections, self-improvements, and self-realizations, which are

all desirable skills of a well-rounded teacher. This type of post-observation allows a stronger and

a purposeful learning experience for the teachers.

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References

Khachikian, R. (2016, January 13). Part 1: Elementary Pre-Observation Conference.

[Video]. YouTube. Retrieved April 12, 2021, from https://www.youtube.com/watch?

v=FacY1ScZ5r4

Khachikian, R. (2016, January 13). Part 2: Elementary ELA Classroom Observation.

[Video]. YouTube. Retrieved April 12, 2021, from https://www.youtube.com/watch?

v=VlfDPLNC3IE

Khachikian, R. (2016, January 13). Part 3: Elementary Post-Observation Conference.

[Video]. YouTube. Retrieved April 12, 2021, from https://www.youtube.com/watch?

v=RYbmTVr7q-8