BEGINNING TEACHER OBSERVATION & FEEDBACK 1

Benchmark- Beginning Teacher Observation and Feedback

Toni Crawford

Grand Canyon University

EAD 530: Improving Teacher Performance and Self-Efficacy

Dr. Schlabra

March 15, 2023

BEGINNING TEACHER OBSERVATION & FEEDBACK 2

Summary of Observation and Pre/Post Conference

During the pre-conference, we discussed that the teacher would be doing a math lesson

on addition and subtraction math stories using cubes and number bonds while practicing writing

number sentences. The teacher shared that they will be using a presentation, cubes, and

whiteboards for students to complete number bonds and sentences on. After the teacher shared

her lesson, some recommendations that were made were to give students a choice of

manipulatives, have number bond templates prepared, and include the students in learning by

using hula hoops to demonstrate number bonds for the math stories.

During the observation, the teacher had great classroom management which help the

lesson go smoothly as students were engaged in the lesson, and on task with redirection when

needed. The teacher explained topics to students while giving examples and modeling tasks for

them to understand. For independent practice, students had to complete four problems, fill in the

number bond, and write the number sentence. Students were confused when it was time for them

to complete the task which resulted in the teacher moving around the class to try to assist

everyone. After helping students, it was past the math block, so the teacher collected papers and

told students they would continue working on number bonds the next day.

Suggestions to improve instructional strategies that were shared in the post-conference

were: as students were struggling it would have been a great opportunity to bring students back

and have them focus on just completing the number bonds as the multi-step directions were

probably overwhelming. Time got away from the teacher as they focused on helping individuals

when most of the class needed more time and understanding of the activity. Bringing them

together to play a fun game with the hula hoops or complete problems using items of interest

such as toys or candy could have been an adjustment that met the needs of students.
BEGINNING TEACHER OBSERVATION & FEEDBACK 3

Differentiation allows teachers to support different learning styles by adapting their teaching to

include interests and students’ prior knowledge (Scott, 2012), modifying resources, and making

changes and adjustments in lessons when needed (Solberg, 2017). Another focus could have

included explaining vocabulary terms and how they correlate to number bonds and sentences

along with checks for understanding throughout the whole group lesson.

Recommendations for Effective Use of Technology

Technology is prevalent in society and is a necessity for scholars to be prepared for the

global world. During the observation, technology was used in the presentation used by the

teacher, but it was not interactive for student use. To incorporate technology, the teacher could

have used Pear deck or Seesaw which allows a variety of ways students can complete

assignments. Since the students were struggling with the concepts being taught and adjusting to

the assessment, such as students using one of the platforms listed above to record themselves

creating their own math story while also sharing the number sentence to match. This would have

allowed students to grapple with the complexity of the task and stay engaged in the skills while

connecting their interest with learning, and it could be used as an assessment, for the teacher to

review to determine the next steps for learning. Technology can enhance the effectiveness of

teaching and learning as it supports students to achieve better learning outcomes and strengthens

teaching strategies while also increasing equity and inclusion to provide additional learning

opportunities for disadvantaged students (Vincent-Lancrin, 2022).

Collaboration, Trust, and Personalized Learning Environment

Coaching promotes a school culture conducive to collaboration, trust, and personalized

learning as it builds and maintains relationships, supports a growth mindset, and advances self-
BEGINNING TEACHER OBSERVATION & FEEDBACK 4

development for staff and student achievement. Collaboration breeds creativity, critical thinking,

confidence in abilities, and new learning that will be used in and out of the classroom. Sharing

information and learning from colleagues displays teamwork while fostering continuous

improvement of individual and collective instructional capacity to achieve outcomes envisioned

for staff and students (NPBEA, 2015). As a leader, it is my job to establish a community of trust

and collaboration to be able to learn, grow, motivate, and encourage my staff based on their

personal needs and one of the ways I can do that is to mentor, coach, and increase their capacity.

Self-Awareness, Vulnerability, Transparency, & Ethical Behavior

Being self-aware allows you to be able to identify your emotions, values, beliefs, and

characters which can prevent you from being biased and remaining ethical especially when

observing, coaching, and mentoring staff. Vulnerability and transparency allow people to

humanize you as a leader because there is often a stigma around observations, feedback, and

coaching. In simplest terms, teachers must feel that it is safe to take risks and that they are free to

explore issues honestly, without fear that their reputation might be damaged (Danielson, 2015);

hence the importance of being vulnerable, transparent, and aware of self to maintain ethical

behavior. To be a successful leader that can properly and ethically coach and mentor staff to

develop their professional capacity; one must start with relationships that are built on honesty,

transparency, and respect to ensure a level of effective communication while reducing the stigma

around observations, feedback, and collaboration with the instructional leader or coach.
BEGINNING TEACHER OBSERVATION & FEEDBACK 5

References

Danielson, C. (2015). Danielson. Talk about teaching! (2nd ed.). SAGE Publications.

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

Educational Leaders 2015. Reston, VA: Author.

Scott, B. (2012). The effectiveness of differentiated instruction in the elementary mathematics

classroom (Doctoral dissertation, Ball State University Muncie, Indiana).

Solberg, M. (2017). The Differentiated English Classroom. Teachers’ approaches to

differentiated instruction in group lessons in lower secondary school (Master, University

of Oslo).

Vincent-Lancrin, S. (2022). Smart Education Technology: How It Might Transform Teaching

(and Learning). New England Journal of Public Policy, 34(1), 1–14.