Teacher Coaching and Development Process
Teacher Coaching and Development Process
Teacher Coaching and Development Process
Kevin Chang
Observation Pre-Conference
My experience in the Pre-Conference was quite similar to the observation that took in the
video. Prior to the classroom observation, I met with my principal and/or vice principal to briefly
present my lesson plan. One difference in the video “Part 1: Elementary Pre-Observation
Conference” from my experience was that the principal (Ms. Young) asked follow-up questions
to obtain a deeper understanding of Ms. Ward’s intention. Ms.Young seemed well interested in
the teacher’s intentions behind every methodical strategy and action plan. Ms. Ward was asked
about her objectives, structures, expectations, academic relationship, and teaching strategies, as
well as how she was going to measure the student's understanding of the content materials. Ms.
Ward was well prepared for her upcoming observation as her body language and responses
displayed confident and analytical answers. A teacher’s lack of preparation can be detected when
Classroom Observation
When observing a lesson, the evaluators look for classroom management skills,
assessment strategies, the objective of the lesson, a realistic and achievable set of goals, and
for all students regardless of their age. Following the observation, the most important type of
feedback from the evaluators is the “area to improve”. Administrators should focus most of their
focus on this area to continue to them learn and grow as a professional. However, the feedback
should be constructed methodically where positive feedback is also included to balance the
chemistry. In addition, the tone used during constructive feedback should be friendly and
encouraging to promote growth, rather than discouraging a teacher. While additional support and
constructive feedback can assist the teacher being observed, it is best to save them until the post-
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observation. The teacher being observed should be allowed to perform their duties without
interference. The only time this would be acceptable is if the teacher seems completely lost or is
The evaluator began with a positive tone by thanking the teacher for allowing her to
observe the classroom and asking how the teacher felt about her performance. By doing so, she
set a friendly environment and eased the tension moving forward with the post-observation
meeting. During the post-observation, the evaluator asked about the sentence frame, the
scaffolding approach, and how the teaching can be enhanced should the teacher be given another
opportunity to teach the same lesson again. By providing specific evidence from the observed
lesson, the teacher was provided with an opportunity to reflect on her practice.
The administrator successfully provided meaningful and effective feedback to the teacher
through specific examples. She validated the strengths of the lesson by recognizing student
achievement and engagement throughout the lesson. As an evaluator, she was able to identify the
effectiveness of the lesson by examining the students’ understanding of the content material. The
evaluator also phrased a question when providing constructive feedback rather than simply
identifying her observation to stimulate self-reflection. By allowing the teacher to answer those
questions, they are making self-corrections, self-improvements, and self-realizations, which are
all desirable skills of a well-rounded teacher. This type of post-observation allows a stronger and
References
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