Teacher Coaching and Development Process

Teacher
Coaching and
Development
Process
Anthony M. Porter II

July 25, 2022

EAD-530

Dr. Peter Koza

 Teacher Coaching and Development Process

An effective evaluator is aware of the different teaching that exists and knows the

teaching style of the teachers they are evaluating. Being able to identify that style and how the

students are learning from a diverse approach, seeing the interaction with the teacher and their

students gives the administrator a nice outlook on the way that the classroom is ran and what

type of structure the teachers has in his/her classroom.

Inquiry into Teaching and Learning: Observation Pre-Conference

The evaluation process I have experienced over the years has been different based on the

different jobs I have held within the school district. As far as a pre-conference process has never

happened. When a pre-conference takes place, the evaluator may ask a lot of the same questions

that the evaluator may during the video. During the video, the process is a formal process in my

eyes, but to some the process is looked at as informal.

Pre-conference questions are usually asked before an observation of a teacher. The

questions are asked to give the teacher a heads-up on what to expect, and what could be asked of

them.

1. What is the objective of the lesson?

2. What is the student’s current level of mastery of the content?

3. How does this lesson fit into the framework of instruction?

4. What material will be used during the lesson?

 Teacher Coaching and Development Process

5. Do any of your students have IEPs (Individual Education Plan) or 504 plans and how

have you been making those accommodations?

When a pre-conference is conducted, the way that a teacher respond is going to show

their level of preparations and planning that went into making the lesson in question. In the video

presented, the teacher gave her account of the lesson and stressed the focus on the strategies she

would use during the lesson, and how she would measure them. The way she responds showed

how much thought she put into planning the lesson. To an observer it is like liquid gold.

Assessment of Teaching and Learning: Classroom Observation

Evaluators are looking for these specifics:

1. Are the strategies the teacher used during the lesson effective and appropriate for the

students?

2. What are the classroom routines and procedures?

3. Did the teacher adhere to the objective of the lesson in the lesson plan?

4. How effective was the teacher's choice of assessment tools?

In an observation, the observer is looking at many things but one of the most important

things is does the teacher have classroom management skills? Having this one skill allows the

observer to see that all classroom policies and procedures are being followed, which helps

promote a positive learning environment and shows rigor, since these are extremely important in

this classroom.

 Was the student engagement?

 Were standards properly presented?

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 Is classroom management present?

 What types of assessments will you present?

The questions are essential in an observation because they provide a level of feedback for the

teacher from which they can approve their lesson plan or their way of teaching which can change

their observation from good to great.

During an observation, it is essential for the observer to provide information during and

after the observation especially if the observer sees something that could help the teacher and the

students, allowing something to slip through the cracks now could be detrimental

Assessment of Teaching and Learning: Post-Observation Conversation

During the post-conference, the first thing that I noticed was that the observer opens

positive feedback first. The evaluator knew that by praising the teacher first, the teacher would

be more open to the improvements she would speak of later.

The evaluator set a positive tone at the beginning of the post-conference by thanking the

teacher for all her hard work. The atmosphere was more welcoming than it was at the pre-

conference. This made the teacher less anxious and comfortable in her classroom.

The observer was sure to provide evidence-based answers in post-conference discussion,

asking the teacher about the strategies that she used. The observer also asked the teacher how she

felt the lesson went and told her how she could improve next time. The feedback provided gives

the teacher a chance to improve the lesson.

The observer gave positive and effective feedback to the teacher and praised the teacher

for teaching a great lesson. The observer made sure she spoke of the teacher's strengths of the

lesson, classroom management such, and structure of the lesson.

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The reason that all questions should be open ended questions is because it gives the

teacher a chance to explain what they thought and could potentially change the mind of the

observer because there is always more than one way to teach something and get your point

across which is what makes teaching so great.

References

Barnegat Township School District. (n/d). Teacher Evaluation form Pre-conference questions.

https://portal.barnegatschools.com/schoolfi/portal?

tab1=evaluations&tab2=myEvals&tab3=formViewer&action=form&observationObjectI

d=9762&formType=preConference&schoolYear=2022-23

Haj-Broussard, M., Keefer, N., Hébert, D., & Grivet, C. (2019). Conversations in Immersion:
Concerns about Pedagogy and Gatekeepers. NECTFL Review, 84, 35–61.
Kubiszewski, K., Gulani, A., Sutter, K., Sarmiento, B., Ghattas, Y. S., Mathai, R., & Simms-
Cendan, J. S. (2022). Migration of an Interactive Global Health Conference to a Virtual
Platform: Engaging Learners During the Pandemic. Cureus, 14(6), e25601. https://doi-
org.lopes.idm.oclc.org/10.7759/cureus.25601