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: English Language Arts

Description of class:7th and 8th Grade CSS Classroom

Date of Pre-Conference Planning: 03/28/2023

Key Components Evidence of Demonstration

Identify/review areas of focus linked to the instructional Strengths:

framework (FEAPs) and HLPs. 1. I feel like I have gotten a lot of confidence from my
mentor teacher
1. Consider your strengths related to your 2. I feel like I have grown mentally and learned more about
teaching/classroom practice. What evidence classroom management
supports these strengths? (Factual and objective) 3. I know the students and feel good about differentiating
2. Consider your areas of needed Growth related to between students
your teaching/classroom practice. What evidence
supports these strengths? (Factual and objective) Areas of Growth:
3. Review the FEAPs and HLPs and based on your 1. I want to improve on the subject area and know the
areas of needed Growth, which FEAPs and HLPs curriculum better
will you focus on that address your greatest priority 2. I want to integrate more thinking out-loud questions for
for needed Growth? the students
4. Be sure to include the full FEAP and HLP language 3. I want to improve on my explicit and specific feedback
for the students

FEAPs to Address Areas of Growth:

1. FEAP 3b: Deepen and enrich students’ understanding
through content area literacy strategies, verbalization
of thought, and application of the subject matter
2. FEAP 3g: Apply varied instructional strategies and
resources, including appropriate technology, to provide
comprehensible instruction, and to teach for student
understanding.
3. FEAP 3i: Support, encourage, and provide immediate
and specific feedback to students to promote student
achievement

Identify data that should be collected around the area of Data to Collect:
focus “look fors” linked to the instructional framework 1. How much does the Intern know about the subject area?
(FEAPs) and HLPs 2. Does the Intern provide deep questioning for the
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1. Considering your areas of needed Growth students?

described above, what data should the 3. Does the Intern provide generic or explicit feedback?
mentor/supervisor/coach collect for EACH area of
Growth? How Data will be collected:
2. How will the data be collected? (e.g. Tally marks, 1. Anecdotal notes
Transcripts, Response time, Charts, Student work) 2. Anecdotal notes
3. What will it look like when the anticipated 3. Anecdotal notes
outcome/progress is accomplished?
Description of anticipated outcome/progress:

Determine observation time and logistics Agreed upon date/time for observation: 03/30/2023

*Lesson plan will be submitted 2 days prior to observation Where is the scheduled observation going to take place?
(actual physical location details or Virtual details): Oak Hill
Academy @11am

Other important information:

Application of Growth Mindset Evidence of Demonstration

List strategies for fostering a growth mindset

Growth Mindset Strategies: I want to invoke an

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?
environment of productivity and growth
Source and Link: What having a "growth mindset"
actually means. Harvard Business Review.
(2022, December 12).
https://hbr.org/2016/01/what-having-a-growth-
mindset-actually-means

Evidence to Collect (Look Fors) during Observation: Does

the Intern motivate the students through instruction?

Anecdotal notes on subject area

From the observation and lesson, the Intern seemed to have a lot of knowledge on the subject area to be able to
provide excellent demonstration. The Intern also previewed the story beforehand. He was able to sequence the
lesson and made the students provide context to story. The Intern does need to improve more on the curriculum
and to better improve on developing more on the standards throughout the lesson. He has shown great
improvement on subject area throughout the semester, but still needs experience with each subject.
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Anecdotal notes on questioning for the students

The Intern provided deep questioning such as: What does Otto like? What is the title? Who is the author? Who
are the characters? What animal is Otto? How is Otto feeling? These were some great think-aloud questions for
the students to grasp the knowledge more. The student also provided time for answering. The Intern has
improved on wait time with the students and has been asking every student to do tasks and answer the
questions, not just the students that usually answer, but everyone.

Anecdotal notes on feedback for the students

The Intern provided explicit, clear feedback directed specifically to each student. Every now and then, the
Intern provided generic feedback, but most of the time, he kept the students engaged with positive feedback.
The student still struggles sometimes with giving students generic feedback, because he rushes and forgets to
stop, take a deep breath and think about the lesson and the students.

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): 03/31/2023

Content Area: English Language Arts

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Lesson Objective/Purpose:
Topic of Focus (From Pre-Observation Planning):
Key Components
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.
Noticings/Observation Evidence:
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
Application of Growth Mindset
Noticings/Observation Evidence:
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
Determine time and logistics for targeted feedback Post-
Evidence of Demonstration
Areas of Focus:
1. How much does the Intern know about the subject area?
2. Does the Intern provide deep questioning for the
students?
3. Does the Intern provide generic or explicit feedback?
Noticings/Evidence for Data Collection:
1. The Intern knows about the subject are, but still
needs to improve in knowing the curriculum. He
has gotten better at sequencing the lesson. He has
shown great improvement on teaching the
subjects, but needs more experience as he
continues through his journey.
2. The Intern provided a lot of questioning throughout
the lesson. The Intern also gave the students
plenty of time for the students to answer. The
Intern has improved greatly on this aspect
throughout the semester.
3. The Intern provided explicit and specific feedback
most of the time. He did struggle some of the time
with giving the students specific feedback. The
Intern struggles with this, because he sometimes
rushes through the lesson.
Data Display (Attach additional information if necessary):
Evidence of Demonstration
The Intern provided the strategies he said he was going to
do throughout the lesson. He did a great job in the areas of
focus as well. He has kept in mind all of the learning he has
done throughout the semester and has improved greatly.
He is already doing well on the repour with the students,
the knowledge of what the students need, and the
strategies he has been taught. The Intern is on the verge of
knowledge of the curriculum. That is an aspect of teaching
that comes with time.
Date, Time and Location of Post-Observation conference:
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observation conversation

03/31/2023 @Oak Hill Academy at 1:45pm

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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: Guillermo Santamaria

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

Date, Time and Location of Post-Observation conference (School-based or Virtual): 03/31/2023 @Oak Hill
Academy at 1:45pm

Key Components Evidence of Demonstration

Review areas of focus during observation linked to the
instructional framework (FEAPs) and HLPs
General Comments:
I think this was a good lesson. I am so proud to see how
much growth I have shown. I have really gained a lot of
knowledge and confidence from being around Ms.
Johnson. I also feel like classroom management has been
something I have had the pleasure of learning from Ms.
Johnson as well, but I need to improve on with experience.

Review Data Displays from observation General Comments/Feedback:

I have a challenge sometimes when I am in the middle of a

lesson, to give students specific feedback, especially when
I am being observed. This is something that I have always
had to work on and need to keep improving.

Targeting Feedback conversation about observation
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
observation?
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
Teacher Candidate Responses to Targeted Feedback
conversation:
I agree with everything Ms. Johnson states. I have
improved on a lot of things, but still need to work on certain
aspects of teaching. Aspects such as classroom
management and curriculum are things that I need to work
on much more. Ms. Johnson has also taught me that no
matter how perfectly planned a lesson goes, there is still a
possibility that it could go a completely different direction.
Being able to pivot and being able to be fluid every day is a
great skill that Ms. Johnson does very well.
Mentor/Supervisor/Coach Responses to Targeted
Feedback conversation:

Action Steps Action Steps with Timelines for completion:

1. What steps should be implemented based on the I want to improve my questioning techniques and try to get
target feedback conversation? better at managing the classroom during a lesson if
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2. What are the timelines for completion associated something goes sideways.
with the action steps?
3. Include on PDP if needed I want to try and complete this by April 28th, 2023

Areas to add to PDP:

 Questioning techniques
 Classroom management skills

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
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:

Reflection

I am so shocked that it is the end of the semester and that I am about to graduate. This journey has been

long and challenging, but now it is the end of this chapter. This semester truly made up for all of the challenges

and obstacles I have faced the last six years. I have loved being in this classroom every day. Before I started this

semester, I thought I would not enjoy this at all, but I was very wrong. Even though I have used my absent days

(for clinical emergencies), I wake up everyday and I am excited to be here with the students. I have not only

learned how to teach, but I have learned other valuable life lessons as well. I have experienced how to deal with

co-workers, administration, and parents. I have also learned that I need to be able to manage my work life and

my outside life. Ms. Johnson has made me reflect on everything I do, which has been such a blessing because

this has made me look at things in a different light. Ms. Johnson lets me use critical thinking and empowers me

everyday. I wish everyone would be able to have a semester with Ms. Johnson because she carries so much

wisdom. Not only that, but her paraprofessionals care about the daily assignments of the students and because

of Ms. Johnson I have had a chance to talk with other teachers such as Coach, who has also given me so much
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information and knowledge. I am truly grateful for this experience and wish that Ms. Johnson could have more

Interns in the future.

Name: Guillermo Santamaria Date: 03/31/2023

Class Description: 7th and 8th Grade CSS Classroom

Content Area: English Language Arts

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

ELA.7.R.3.AP.2: Retell content from grade-level texts, at the students ability level using the students mode of communication.

ELA.8.R.3.AP.2: Retell content from grade-level texts, at the students ability level using the students mode of communication.

Brief description of instruction: THIS SHOULD BE 2-3 SENTENCES DESCRIBING YOUR LESSON

Rationale: THIS IS AN EXPLANATION OF WHY YOU TAUGHT THE LESSON AS YOU DID AND PROVIDE RATIONALE FOR THE SPECIFIC
INSTRUCTIONAL STRATEGIES USED – IT MUST BE GROUNDED IN RESEARCH AND DEMONSTRATE THE USE OF EVIDENCE BASED
PRACTICES.

Objective(s) Lesson Sequence Assessment Materials Needed

Student will:

My assessment for  Video on the book of “My Brother Otto”

this lesson will be https://www.youtube.com/watch?
Be able to identify 1. First, I am an informal one. I v=OzIy1uJioMA
and retell different going to play  Markers
will be using the
aspects of the the video on  Highlighters
the book “My information that
story.  Pencils
Brother Otto.” my students write  Paper
2. Then, I am down as the
going to talk assessment as well
about the as questions I will
author, title,
and be asking the
characters of students
the story. throughout the
3. Then, I am lesson.
going to draw
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Otto Crow on
the board.
4. After I draw
Otto on the
board, I will
ask the
students to
draw him as
well.
5. I will then go
through the
story and go
through what
Otto likes to
do.
6. I will do this
in a sequence
from
beginning to
end

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
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 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
 Pencil Grip Assistive Technology

4. Student C:
 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
 Pencil Grip Assistive Technology

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:
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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

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