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David J. Erickson

College Name, Grand Canyon University

EAD-530: Improving Teacher Performance and Self-efficacy

Dr. Beverly Deis

May 24, 2023

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Summary of Pre-Conference, Observation, and Post-Conference

Pre-Conference

As my principal mentor said, “[l]et the teacher do the talking” (R. Zimmerman, May 22,

2023). I wanted to know how the lesson connected to the state standards assessed and how it

correlates with end-of-unit final. Aside from the preparedness of the teacher, identifying these

aspects will help in determining if the teacher has identified the why in the lesson. I addressed the

need for the why and how it doesn’t need to be an obstacle to find it.

As the teacher spoke, I noticed certain aspects were missing: differentiated options for

student supportive resources and a lack of connection to the final. The students were going to

create a diary entry for a character in the play, Romeo and Juliet. The teacher’s logic for this was

“to give [kids] an idea of what would they do if they were [a main character]” (S. Newkirk,

personal communication, May 22, 2023). Though I could identify a slight correlation to the final,

in which the students are to analyze a scene in the play for different elements, it seemed to be

more of a busy-work activity. I recommended the teacher change the activity to relate more to

the final goal and to accurately show student understanding and progression in the unit, as well

as provide additional resources to allow for students understanding of the language to improve.

Observation

Immediately the engagement was impressive. The learning targets, daily tasks and

assignments with due dates were all visible being visible via the board and projector. On multiple

occasions, the teacher motivated his students to push through struggles, and—though it was rare

—when a student was off-task, it didn’t take more than a quick reminder from him to get the

student back to work and to remove the initial distraction. Pre-established relationships with his

students were evident. As he introduced the assignment, I saw he took my advice in updating the
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assignment as well as providing additional resources at his front table. He had even made the

comment that he would “print off the play for [the students] as requested” to take home (S.

Newkirk, personal communication, May 23, 2023). Overall, the teacher did a fine job with the

lesson. Following the adjustments suggested appeared to help students understand the

assignment—which was changed to a worksheet where the students had to find quotes from a

scene of their choice that showed different elements—as most were able to finish early.

Post-Conference

Similar to the pre-conference, the intent was to let the teacher talk and share his opinions

on the observation. In response, I provided comments and thoughts of my own, as well as

acknowledging his ability to maintain a strong foundation with his class his willingness to make

changes. We spoke on the benefits of differentiation and the value that multiple resources can

have for students’ understanding. This mindset will help in future planning lessons, for it is

similar to the strategy of backwards planning. Just as Avilés and Grayson (2017) said, allowing

students to fully understand the material being taught will show teachers how effective their

lessons were. By the end, I felt that the teacher was able to recognize the why and the real-life

aspect in the lesson.

Recommendations for Effective use of Technology (B)

Broadcasting the due dates for assignments and daily tasks was a good touch, for the teacher

wouldn’t have to constantly remind the students of expectations for the day. That said, my only

technological recommendation was for the teacher to provide this option earlier. Due to the rise

of programs like ChatGPT, teachers have expressed frustration with technology and don’t want

to use it. That said, ELCC 2.4 states all educational leaders must ensure appropriate technology

is used (National Policy Board for Educational Administration [NPBEA], 2011).

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Promotion of Collaboration, Trust, and Personalized Learning Environment (B)

Overall, I’d say I helped to promote school culture because I trusted him to take the feedback

from the pre-conference and effectively implement it within the classroom. Strong collaboration

and trust was built through our open communication. Starting before the pre-conference, I spoke

with the teacher informally to ask permission to observe them and to know what unit he was

teaching. I kept the process informal. I wanted to show a genuine interest. This professional

collaboration helped build a connection between myself and the teacher that previously wasn’t

there. As a result, I felt comfortable sharing in the pre-conference—as previously stated—the

need for the assignment to align to the unit goal. This moment created collaboration and was a

subtle reminder of the expectations we have for the students to do work that is relevant to the

topic and beneficial to their learning.

Self-Awareness, Vulnerability, Transparency, and Ethical Behavior (B)

Even in observing a beginning teacher, I still worry for the moment in which I’ll observe a

veteran teacher with a decades-plus more experience. I want to be taken seriously and be known

as a support. Martin, Buelow, & Hoffman (2016) spoke that teachers will leave if they don’t feel

supported (p. 5).

Earlier this week a teacher shared that a coworker said there’s no point in caring what

students do because the administration doesn’t care for the teachers. Because of this, admittedly I

continue to worry that I won’t be able to do enough that will support the staff. However, as the

“Model Code of Ethics for Educators (MCEE),” the administrator must “[commit] to ongoing

professional learning” in oneself (National Association of State Directors of Teacher Education

and Certification [NASDTEC], Principle II A.6, 2021). That said, I believe in order to become a

successful coach and evaluator, I have to accept that not all teachers may take me seriously. I
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have to be prepared. During this experience I wasn’t able to provide technological strategies as

in-depth as I should, nor do I believe I had a strong post-conference meeting in terms of

reflection. I do, however, believe that my recognition and commitment to improve will better

future successes.
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Reference

Avilés, Nilka and Grayson, Kristin. Backward Planning – How Assessment Impacts Teaching

and Learning - IDRA. (2017). Retrieved 23 May 2023, from

https://www.idra.org/resource-center/backward-planning-assessment-impacts-teaching-

learning/

Martin, K. L., Buelow, S. M., & Hoffman, J. T. (2016). New teacher induction: Support that

impacts beginning middle-level educators. Middle School Journal, 47(1), 4–12.

https://doi-org.lopes.idm.oclc.org/10.1080/00940771.2016.1059725

Model Code of Ethics for Educators (MCEE) - NASDTEC. (2021). Retrieved April 19, 2023,

from https://www.nasdtec.net/page/MCEE_Doc

Newkirk, S. (2023, May 22). Personal Communication.

Newkirk, S. (2023, May 23). Personal Communication.

Recognition - National Policy Board for Educational Administration. (2011, November).

Retrieved May 24, 2022, from http://www.npbea.org/wp-content/uploads/2018/01/ELCC-

Building-Level-Standards-2011.pdf

Zimmerman, R. (2023, May 22). Personal Communication.