ESE TEACHER CANDIDATE COACHING CYCLE
Part 1: Observation Planning Tool – Beginning of Cycle
1. Step 1: Field/Intern Teacher Candidate completes and emails CC Part 1 to mentor/supervisor prior to conference
2. Step 2: Pre-observation conference held to discuss details presented in the planning tool and review lesson plan
3. Step 3: Observation Planning tool is revised based on collaborative conference and feedback from mentor/supervisor
4. Step 4: Email final copy prior to observation.
Name of Intern: Guillermo Santamaria
Name and Title of Mentor/Supervisor/Coach: Ms. Johnson
School: Oak Hill Academy
Content Area of Focus: Mathematics
Description of class: 7th and 8th grade CSS Classroom
Date of Pre-Conference Planning: 02/13/2023
Key Components
Identify/review areas of focus linked to the instructional
framework (FEAPs) and HLPs.
1. Consider your strengths related to your
teaching/classroom practice. What evidence
supports these strengths? (Factual and objective)
2. Consider your areas of needed Growth related to
your teaching/classroom practice. What evidence
supports these strengths? (Factual and objective)
3. Review the FEAPs and HLPs and based on your
areas of needed Growth, which FEAPs and HLPs
will you focus on that address your greatest priority
for needed Growth?
4. Be sure to include the full FEAP and HLP language
Identify data that should be collected around the area of
focus “look fors” linked to the instructional framework
(FEAPs) and HLPs
1. Considering your areas of needed Growth
described above, what data should the
Evidence of Demonstration
Strengths:
1. I have a good relationship with the students
2. I know the students and can differentiate between their
needs
3. I am good at communicating what I need with my mentor
teacher
Areas of Growth:
1. I want to be able to tie in life experiences with the
lessons I implement
2. I want to be able to use technology in my lesson and get
accustomed to it.
3. I want to increase wait time in my instruction and allow
the chance for other students to be involved in the lesson
FEAPs to Address Areas of Growth:
1. FEAP 3e: Relate and integrate the subject matter with
other disciplines and life experiences
2. FEAP 3g: Apply varied instructional strategies and
resources, including appropriate technology, to provide
comprehensible instruction, and to teach for student
understanding
3. FEAP 3h: Differentiate instruction based on an
assessment of student learning needs and recognition of
individual differences in students
Data to Collect:
1. How does the Intern integrate real life experiences with
the instruction?
2. How well did the Intern use the technology in the
classroom?
3. Does the Intern provide enough time for students to
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mentor/supervisor/coach collect for EACH area of
Growth?
2. How will the data be collected? (e.g. Tally marks,
Transcripts, Response time, Charts, Student work)
3. What will it look like when the anticipated
outcome/progress is accomplished?
Determine observation time and logistics
*Lesson plan will be submitted 2 days prior to observation
Application of Growth Mindset
List strategies for fostering a growth mindset
1. What are the strategies you will use to engage in a
growth mindset throughout the cycle? (*Provide AT
LEAST ONE source and the link from the literature
(use APA style)
2. What evidence will the mentor/supervisor/coach
look for that shows you are engaging in a growth
mindset?
complete a task? How many times throughout instruction?
How Data will be collected:
1. Anecdotal Notes
2. Anecdotal Notes
3. Chart and Anecdotal Notes
Description of anticipated outcome/progress:
Agreed upon date/time for observation:
Thursday 02/15/2023
Where is the scheduled observation going to take place?
(actual physical location details or Virtual details): Oak Hill
Academy Room 26
Other important information:
Evidence of Demonstration
Growth Mindset Strategies: To allow my students to grow
and develop even further
Source and Link:
Measures of student growth - national council on
teacher quality. (n.d.).
https://www.nctq.org/dmsView/Student_Growth
_Overview_(2) 
Evidence to Collect (Look Fors) during Observation:
How does the Intern Help his students develop?
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Anecdotal notes on background knowledge and life experiences

The Intern did very well on asking the students about the usage of money. He asked
the students what the students want and then proceeded to tell them that if they
wanted that item, they would need money in order to do so. The Intern tied life
experiences by asking the students what they wanted.

Anecdotal notes on the use of technology

Make sure to count the money and have them circle the dollar bills on the TV. Tying in
manipulatives and technology. Using the resources that the Intern had on the tv and
using more vocabulary that is transferable. The Intern displayed the two pages
necessary for the lesson on the screen. He also used the whiteboard to write the
addition problems with tally marks. He would also write the problems on the white
board in case students could not see the TV screen.
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Is the Intern giving enough time for answering? How many times throughout
instruction?

After each question the Intern gave enough time for students to respond. The Intern
asked the students how much the total was for the different purchases while pointing to
the totals on the screen. He gave plenty of time and opportunity for the students to
answer. This action was completed at least 32 times.

Part 2: Observation Data Collection Tool – Evidence for targeted feedback

Completed by Mentor/Supervisor/Coach doing the observation

1. Step 1: Observation is held based on the parameters determined in pre-conference

2. Step 2: Mentor/Supervisor/Coach completes CC Part 2 using factual, non-judgmental, targeted observational feedback
3. Step 3: Completed Part 2 is emailed to Teacher Candidate prior to Post-conference

Name of Intern: Guillermo Santamaria

Name and Title of Mentor/Supervisor/Coach: Ms. Johnson

Date, Time and Location of Observation (School-based or Virtual): 02/16/2023

Content Area: Mathematics

Lesson Objective/Purpose: To have the students be able to differentiate between the four coins: pennies, nickels,
dimes, and quarters

Topic of Focus (From Pre-Observation Planning):

Key Components Evidence of Demonstration

Area of focus (as determined from the pre-observation
meeting) linked to the instructional framework (FEAPs)/HLP
1. List the areas of focus for observation as
determined by the pre-conference meeting in Part
1.
Areas of Focus:
1. I want to be able to tie in life experiences with the
lessons I implement
2. I want to be able to use technology in my lesson and get
accustomed to it.
3. I want to increase wait time in my instruction and allow
the chance for other students to be involved in the lesson
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Noticings/Observation Evidence: Noticings/Evidence for Data Collection:

1. Document your noticings/evidence around the
identified area of focus during observation, as
determined by the “Look Fors” identified in Part 1.
(Use factual, non-judgmental language)
2. Note what the Teacher Candidate is already doing
well as it relates to the focus.
3. Note what the Teacher Candidate is on the verge
of doing well as it relates to the focus.
4. Create Data display
The Intern needs to develop his own style of teaching. Has
improved in confidence during teaching but needs to keep
at it. The Intern also displayed lots of knowledge on tying
life experiences into his teaching style and always
emphasizing the use of money throughout the lesson. The
student had some struggles with the technology but it was
on of his first times using the technology, but did well with
it. Wait time was something the Intern has been working on
with other lessons and it showed in this lesson. He asked
different students throughout the lesson questions and
provided a fair and open environment for all of the
students.

Data Display (Attach additional information if necessary):

Application of Growth Mindset Evidence of Demonstration

Noticings/Observation Evidence: To allow my students to grow and develop even further

1. Document your noticings/evidence around the

strategies the Teacher Candidate identified they
will use from the Pre-conference
2. Note what the Teacher Candidate is already doing
well as it relates to growth mindset.
3. Note what the Teacher Candidate is on the verge
of doing well as it relates to growth mindset.
4. ADD to the Data Display
The Intern emphasized the importance of money. He gave
the students multiple examples for how they can use
money. He asked each student for a preferred item of
theirs and told them that to get that item, they would have
to use money to be able to get it.

Determine time and logistics for targeted feedback Post- Date, Time and Location of Post-Observation conference:
observation conversation
02/16/2023 face-face at 1:45pm.

Reflection

I really enjoyed teaching this lesson because it was one of the few times where I have used a TV in the classroom. Ms.
Johnson had taught me how to use the TV, but it was a little nerve wracking at first. I ended up using it without any help
and I was very proud of myself. I also felt really comfortable teaching and have been since the first Coaching Cycle. I
barely felt nervous before the lesson, which I think shows some growth in how I have been teaching. Since my accident, I
have been using breathing techniques before any lesson or any task I am doing, to decrease any nerves, and it has been
working a lot. I also feel really proud of my relationship with the students and with the staff. I feel an urge to get better
 ESE TEACHER CANDIDATE COACHING CYCLE

and keep learning. Ms. Johnson keeps me really motivated and has taught me a lot about how to view life and how I
should speak about myself. I am very happy with taking over the classroom and working with such an amazing class.

Name: Guillermo Santamaria Date: 02/16/2023

Class Description: 7th-8th Grade CSS Classroom

Content Area: Mathematics

IEP Connection and Relevant Florida Standards (include Access Points if applicable):

MA.7.NSO.1.AP.3 Using tools or models, solve real-world problems involving any of the four operations with rational numbers.

MA.8.NSO: Solve problems involving rational numbers, including numbers in scientific notation, and extend the understanding of
rational numbers to irrational numbers.

Brief description of instruction: During this lesson I will teaching the students how to use money in a scenario such as going to
the farmer’s market to buy food.

Rationale: I am teaching this lesson because the students need to know about money and how to identify the value of an item
in the market

Objective(s) Lesson Sequence Assessment Materials Needed

Student will:  Highlighter

Be able to identify and know
how to add two items
together from a supermarket
and give the total
 Pencil
1. To begin the lesson, I The students will have a  Worksheets
will be introducing a worksheet that they will  TV
worksheet that has have to do about adding the  Touchscreen pen
items that are labeled amount of each item.
with the value of the
item.
2. Then I will pass out
another worksheet that
has the items separated
per customer. Each
customer has a different
set of items that they
are buying.
3. The students will have to
identify the amount of
money for each item and
then add the amount so
that they can see how
much each customer is
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paying.

Accommodations / Modifications: LIST ANY NEEDED BY THE STUDENTS NOTE: these should be over and above any universal
design strategies/differentiation you used in your lesson plan (e.g., text at student reading level).

1. Student G:
 Community-Based Instruction
 Very Small Group (3:1 Student:Staff) for all learning activities
 Intensive instruction in all subjects
 Modified State Standards Access Points: All subjects
 Visual Schedule
 Instruction in Social Skills
 Daily Home Notes

2. Student K:
 Community-Based Instruction
 Very Small Group (3:1 Student:Staff) for all learning activities
 Intensive instruction in all subjects
 Modified State Standards Access Points: All subjects
 Visual Schedule
 Instruction in Social Skills
 Daily Home Notes

3. Student Jo:
 Community-Based Instruction
 Very Small Group (3:1 Student:Staff) for all learning activities
 Intensive instruction in all subjects
 Modified State Standards Access Points: All subjects
 Visual Schedule
 Instruction in Social Skills
 Daily Home Notes

4. Student C:
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 Community-Based Instruction
 Very Small Group (3:1 Student:Staff) for all learning activities
 Intensive instruction in all subjects
 Modified State Standards Access Points: All subjects
 Visual Schedule
 Instruction in Social Skills
 Daily Home Notes

5. Student A:
 Community-Based Instruction
 Very Small Group (3:1 Student:Staff) for all learning activities
 Intensive instruction in all subjects
 Modified State Standards Access Points: All subjects
 Visual Schedule
 Instruction in Social Skills
 Daily Home Notes

6. Student E:
 Community-Based Instruction
 Very Small Group (3:1 Student:Staff) for all learning activities
 Intensive instruction in all subjects
 Modified State Standards Access Points: All subjects
 Visual Schedule
 Instruction in Social Skills
 Daily Home Notes

7. Student Je:
 Community-Based Instruction
 Very Small Group (3:1 Student:Staff) for all learning activities
 Intensive instruction in all subjects
 Modified State Standards Access Points: All subjects
 Visual Schedule
 Instruction in Social Skills
 Daily Home Notes

8. Student Ja:
 Community-Based Instruction
 Very Small Group (3:1 Student:Staff) for all learning activities
 Intensive instruction in all subjects
 Modified State Standards Access Points: All subjects
 Visual Schedule
 Instruction in Social Skills
 Daily Home Notes
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Reflection: REFLECT ON THE LESSON AND DISCUSS THE FOLLOWING QUESTIONS

1. WHAT WENT WELL?

2. WHAT YOU WOULD CHANGE AND WHY?
3. USING DATA DESCRIBE PROGESS MADE TOWARD PROJECT/LESSON GOALS AND OBJECTIVES?
4. BASED ON WHAT HAPPENED IN THIS LESSON, WHAT DO YOU PLAN TO TEACH NEXT? BE SURE TO EXPLAIN HOW
YOU WILL USE INFORMATION FROM THIS EVALUATION IN FUTURE LESSON PLANNING.
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Part 3: Post-Observation Targeted Feedback Conference Tool

Completed by Teacher Candidate during conference

1. Step 1: Post-Conference is held and Teacher Candidate will take notes using Part 3 to document feedback
2. Step 2: Review areas of Focus during Observation
3. Step 3: Mentor/Supervisor/Coach reviews Part 2/Evidence collected during observation, using Data Displays
4. Step 4: Targeted feedback conversation related to the observation and Data Displays
4. Step 5: Teacher Candidate and Mentor/Supervisor/Coach discuss and reflect on the Data as it relates to teaching and learning
5. Step 6: Action Steps with Timelines are identified (Collaboratively or more directive depending on Teacher Candidate needs)
6. Step 7: Teacher Candidate Reflects in writing on the Coaching Cycle Process
Name of Intern:

Name and Title of Mentor/Supervisor/Coach:

Date, Time and Location of Post-Observation conference (School-based or Virtual):

Key Components Evidence of Demonstration

Review areas of focus during observation linked to the General Comments:
instructional framework (FEAPs) and HLPs

Review Data Displays from observation General Comments/Feedback:

Targeting Feedback conversation about observation Teacher Candidate Responses to Targeted Feedback
conversation:
1. Mentor/Supervisor/Coach share evidence using
targeted, non-judgmental feedback.
2. To TCs: What do you notice from the data?
3. To TCs What are the strengths from the Mentor/Supervisor/Coach Responses to Targeted
observation? Feedback conversation:
4. To TCs Did you successfully meet your goals
related to the planned areas of focus? If yes, what
steps led to this success? If not, what was the
reason for not meeting the anticipated progress?
5. TC and Mentor/Supervisor/Coach reflect on Data
as it relates to Teaching and Learning

Action Steps Action Steps with Timelines for completion:

1. What steps should be implemented based on the

target feedback conversation?
2. What are the timelines for completion associated Areas to add to PDP:
with the action steps?
3. Include on PDP if needed

Teacher Candidate Completes Written Reflection: Reflection (Attach additional document)

1. Set the context. Describe your initial focus and why

that was selected.
2. Reflect on new learning/understanding about the
focus area as a result of implementing the action
steps in the targeting feedback conversation
3. Share evidence of impact to student learning and
teacher candidate performance
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4. Reflect on the impact to the school goals

Discuss possible time and logistics for next coaching cycle Date, Time and Location of next Coaching Cycle: