BEGINNING TEACHER OBSERVATION & FEEDBACK 1

Benchmark- Beginning Teacher Observation and Feedback

Laurie Salem

Grand Canyon University

EAD 530: Improving Teacher Performance and Self-Efficacy

Gary McDaniel

June 28, 2023

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Observation Summary and Pre/Post Conference

In the pre-conference, the teacher shared that they would be teaching students how to

solve addition and subtraction stories using number bonds and manipulatives. As an extension of

this, students would be practicing writing number sentences to match the math stories. The

materials to be utilized by the teacher were a google presentation, cubes and number bond

templates for the teacher to use when modeling and cubes, and boards for students to practice.

Once the teacher shared his lesson, my principal mentor and I suggested a few recommendations:

students should have choice of manipulatives they would use; instead of having students draw

number bonds he should prepare templates beforehand and try to incorporate hands-on and

engaging activities to motivate students. He thought of using hula hoops for students to act out

math stories.

While watching the teacher during the observation, it became clear that he had built great

relationships with his students and that this translated into the way he managed his classroom.

His students were engaged and on task with minimal need for redirection. Students who needed

support raised their hands and waited quietly for their teacher. When he introduced a different

part of the lesson, he modeled it first, explained how students would use the math materials and

what his expectations were during the lesson.

I had a chance to observe students during independent practice. The task was for them to

work on four problems, complete a number bond and write a number sentence that represents the

math problem. Some of the kids had trouble with working alone so the teacher had to rotate in

hopes of supporting everyone. This consumed a lot of time and eventually the time ran out.

Assignments were collected and he told the students that the lesson will have to be continued the

next day.
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The post observation conference gave us an opportunity to share our grows for

instructional strategies and methods. Some suggestions were: when most of the class seemed as

if they were struggling, it would have been an opportune time to bring them back together whole

group to discuss some of the issues. He could have also adjusted the task to have them complete

the number bond only. There were ways he could have differentiated the lesson for levels of

learners in his class. This gives him opportunities to address the various learning styles in his

classroom by making adjustments. These can include student prior knowledge or interests (Scott,

2012). It is important for teachers, when planning, to consider ways that they can modify the

lesson to suit their level of learners (Solberg, 2017). We also suggested instruction around

vocabulary terms and their connection to the materials and concepts in the lesson in addition to

more checks for understanding.

Recommendations for Effective Use of Technology

Technology has permeated the world and has found its way into the classroom. While the

teacher incorporated Google slides into the lesson, students did not have opportunities to engage

with it. Seesaw and Nearpod are great platforms to utilize during a lesson because students are

able to practice independently and the teacher can see if they are successful or need more

support. Using these sites may have helped many of the students who were struggling since they

could utilize an inserted video or reference page for assistance. Since Tiktok is popular, students

could have created math videos where they were working in their groups to solve their problems.

Student engagement is improved when teachers incorporate the things students like to do or

things they are interested in. Technology can always be used as a way to enhance and extend

learning as well as to promote equity and inclusion. Teachers have access to various videos and
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online materials that can support students with learning disabilities or other factors that affect

learning (Vincent-Lancrin, 2022).

Collaboration, Trust, and Personalized Learning

While coaching teachers, we are afforded the opportunity to collaborate with teachers and

staff members which in turn promotes a school culture where we learn to trust each other.

Relationships are built and there is a consensus created that supports collaborating with each

other for our growth as well as that of our students. The saying goes’ two heads are better than

one’ which is all the more true in education. Working with others is a breeding ground for

critical thinking, innovation and creativity as ideas are shared and polished to be used in

classrooms. Each individual is allowed the chance to learn from colleagues and improve their

own professional capacity while improving that of others. This ensures achievement and growth

for students and teachers as they work towards set goals (NPBEA, 2015).

My role is important because I create a space and opportunity for collaboration and trust

by building community. Within this space, teachers learn, motivate each other, grow, and are

encouraged by me according to their personal and professional needs.

Self-Awareness, Vulnerability, Transparency, & Ethical Behavior

One way that personal growth is able to happen is because an individual becomes self-

aware of weaknesses and strengths, emotions and triggers for them, values and what we believe

in. This prohibits our personal biases from entering our professional spaces and allows us to

remain ethical especially in positions that may affect others, such as mentors and coaches. Many

today feel that being vulnerable and transparent as a leader makes you weak or puts you in a

positions where people take advantage of your kindness. However, it is those qualities of
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transparency and vulnerability that endear people to their leaders. It builds a connection and they

feel free to discuss issues and concerns without fear. Leaders who are open with their staff do not

have to worry about all the stigma associated with observers and coaches (Danielson, 2015).

Successful leaders can coach and mentor teachers and staff and help them become as

professionally sound as they can be. In a profession where they are often ot trusted to be experts

and masters of their craft, it would be a breath of fresh air to be coached and mentored by

someone who models, encourages, reflects on self and is self aware so as to provide the best

support for their benefit.

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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.