Part 1: Informal Observation Feedback

Assumptions: 
 Students are bored.
 He’s old fashioned because he’s only addressing one way of learning.
 Visual and audio learners are getting what they need. The “hands on”/kinetic students
may be struggling.
Questions: 
 What was the learning objective?
 Are there any students in your class with IEPs/504s? Are they receiving the services
they need to access the information you’re giving?
 How did you think your lesson went? Is there anything you’d like to improve?
 What is the classroom engagement like when I’m not there?
Positive Feedback: I enjoyed seeing most of your students fully engaged with the lesson.
Everyone was on task and listening attentively to the lesson. I enjoyed the visual aspect of the
PowerPoint. It was highly informative, but not too much information to absorb at one time.
Constructive Feedback: I noticed that you were still using PowerPoint instead of PearDeck. If
you haven’t seen it, let me show you what it can do. With PearDeck, you don’t have to recreate
any of your slideshow presentations, but you can make them more engaging for the students by
adding response slides. There are templates readily available to you so all it takes is a click.
Our school is 1:1 with Chromebooks, therefore your student can have access to these slides for
review later on as well as the notes they have taken in class. Only you and the student can read
the responses they wrote and you would be able to quickly assess your class’s understanding
with quick formative assessments throughout your presentation.
Part 2: Reflection

Following your response to the case study, in 250-500 words, summarize and reflect on your
initial assumptions and share a narrative from your professional practice in which an
administrator made assumptions about your classroom situation during an informal observation
or walk-through and how you addressed this situation. How does understanding your personal
biases influence your ability to evaluate teachers? How will you make sure that your personal
biases will not affect your future coaching process?

Initially, I assumed some of the students were bored and unengaged with the learning material.
It appeared to me that the teacher was stuck in the past by just standing in the front to lecture
the students on the information while they take notes. However, I soon realized that this
teacher has been teaching for 20 years. Maybe he did not understand how to use it or had his
own assumptions about the program. Instead of seeing it as him being old fashioned, I should
use it as a coaching/teaching moment so that he can improve his efficacy. I don’t think I’ve
been in a situation that the principal made assumptions about my classroom. In fact, I usually
tell them that they can come in any time they want as long as they don’t judge me for being
weird. I run my classroom a little differently because I want the information that I’m giving my
students to stick. However, I should carry that same principle over when I become an
administrator. I can’t walk into a classroom and judge them based off the 10 or 15 minutes that
I’m there. I need to gather more information first so I can create a more complete picture of
what it’s like to be in that classroom. Something I also need to keep in mind is that I’m very
young. I know about and how to use a lot of the newer technology pieces that some veteran
teachers who are 20 years into the profession don’t understand. I can’t fault them for that.
Instead, I need to use those moments to help them understand why the technology upgrades
we’ve acquired are beneficial and help make their job a little easier.