Professional Documents
Culture Documents
EDLD 6410
November 18, 2016
Teacher Observation Cycle with Pre and Post-Conferences
For the observation cycle, I considered working with two of my math department
colleagues, both of whom are new to the staff this year at San Leandro High School. In the end,
I selected Mr. P, a seasoned mathematics teacher with more than twenty years of experience in
the field. Mr. P has worked in various settings around the Bay Area, including Oakland,
Alameda, and currently San Leandro. Mr. P and I both teach five sections of Algebra 1 to
primarily ninth graders, working through the same curriculum with similar groups of students
including sections of cluster classes, with push-in support from special educators. Though we
speak everyday and collaborate regularly, I had not yet had the opportunity to observe Mr. P in
action, and was eager to see how he structured his class and presented the material.
Prior to entering the pre-observation conference, I formulated six questions to frame the
specific class being observed, get an idea of what I would see in the session, and allow Mr. P to
Pre-Observation Questions:
1. Briefly describe the class that I will be observing. Are there any special situations or
circumstances that I should be aware of prior to observing?
2. Can you tell me about the lesson you will be delivering? What are the academic
objectives of the lesson?
3. What strategies will you employ throughout the lesson? What will the students be doing
throughout the lesson?
4. How will you assess student learning throughout the lesson? How will you determine if
your lesson objectives have been met by students?
5. Is there anything you have been thinking about or working on that you would like me to
focus on in the observation? What kind of feedback would be useful to you moving
forward (i.e. quantifying student behaviors, tracking teacher movement, analyzing
questions being asked, etc.)?
6. When would you like to schedule our post-observation conference?
Pre-Observation Video: https://youtu.be/3Ixz-IYpl2w
Overall, coming into the pre-observation onference I felt comfortable and at-ease. The
situation felt significantly more relaxed than the post-conference to follow, because the stakes
were still low. When I asked Mr. P if there was anything I needed to know about the class I was
going to observe, I found myself expecting a particular answer based on my previous interactions
with some of his students. I wonder if carrying assumptions like this into an observation cycle is
students, teachers, and parents, administrators learn a great deal about their teachers beyond
classroom observations. If the ultimate goal is supporting a teacher in their professional growth
to improve student learning, I believe administrators must take advantage of all the information
at their disposal. I consider myself an agreeable, understanding professional, but I found myself
looking for (and finding) possible weaknesses and faults in Mr. Ps session. My concern was
largely centered around Mr. Ps uncertainty with regards to students meeting standards. If this
were early in a unit, I would be more sympathetic to this sort of mentality, but the lesson I was
going to observe was only a few days removed from a large assessment. While there is value in
finding faults and weaknesses to prescribe meaningful changes, what is the optimal approach that
an observer/coach should take in determining positive attributes as well? I think the nature of the
relationship between the clinical peer and individual being observed is a significant factor as well
Mr. P and I are both teachers within the math department and sympathize with one another in
many ways. If I were to do the same work as a district coach or school administrator, it would
The observation itself was an eye-opening experience. It began as Mr. P had previously
described, with students quiet and on-task with their Do Now. When instruction began, I found
myself becoming increasingly critical of Mr. Ps actions, the words that he used, and the way he
interacted with students. On multiple occasions, if students voiced confusion or frustration with
the material, Mr. P compared students to one another or made a point to say that a problem was
not that hard. As we have discussed in class, when an administrator is observing teachers for
required evaluations, giving poor feedback and low marks can do more harm than good. Another
new teacher in the math department, a young second year teacher that just recently had his first
official evaluation, confided in me that one of our administrators gave him a Does Not Meet in
a particular teaching category. He was extremely frustrated that this evaluator could make this
judgment based on a single class period, and he no longer trusted her as a result. For this reason,
I spent much of my time observing looking for positive things that I could bring back to Mr. P,
which I could then use as leverage for moving toward more difficult conversations. Honestly, it
was a challenge for me to not to think like an administrator, in that my top priority is providing
students with the kind of positive, engaging, and effective instruction that they deserve.
temporary or probationary contract. It can be in the best interest of all parties, administrator,
students, and the teacher, to part ways if the arrangement is not working.
There were some questions that I planned to ask regardless of how the observation went,
including How do you feel the lesson went? and What did you find to be particularly effective
in your lesson? Is there anything you would change about your lesson? These questions give
the teacher the opportunity to reflect on their own practice, and provide the coach with
information for follow-up, prompting, and stretching. Planning for the post-observation was a
bit of a challenge, because I wanted to help Mr. P grow in a meaningful way, but did not want to
make him feel like I was attacking him or diminishing his abilities as a teacher. In the end, I
decided to focus on two areas: increased student engagement and more efficient use of time.
I was able to work through the following questions in the post-observation conference:
Post-Observation Questions:
1. How do you feel the lesson went?
2. What did you find to be particularly effective in your lesson? Is there anything you would
change about your lesson?
3. Have you always checked homework with students coming forward to you? Do you think
there might be other ways you could do this that could increase instructional time?
4. I believe we have similar traditional styles of direct instruction compared to some of the
other math teachers in our department. I often find myself thinking I need to provide
more opportunities for student discourse and discussion as a means of increasing
engagement. How might you create these opportunities for your students throughout a
lesson?
5. Was the feedback tool we used helpful to your needs?
6. How did you feel about me as an observer? Do you feel the feedback form that we used
was effective?
Before digging into my questions about areas that I thought Mr. P could improve, I am
glad that I was able to share a positive strategy that he used. I have been fortunate to have
positive experiences with evaluations these past few years, as the administrators I have worked
with were kind, supportive, and helpful. Both administrators made a concerted effort to make
me feel like an extraordinary educator, which not only increased my confidence, but encouraged
me to be more vulnerable and trusting in them as instructional leaders. Even though I am already
reflective and hard on myself as a teacher, this trust and vulnerability further opened up the
possibility for growth. Prior to diving into a discussion on the areas I felt Mr. P could improve, I
thought a lot about how I wanted to word these questions in ways that would not offend, while
opening up the discussion for reflection and new considerations. Unfortunately, I believe that I
tip-toed around the topics so much that no real, substantial, or helpful conversations were able to
develop. Looking back at the post-observation video, I see natural breaks in the conversation
where I could have asked another question, pushed Mr. P further, or simply made a suggestion
that could have created a moment of valuable learning. When we talked about Mr. Ps routines
and procedures for collecting homework, his responses were merited, but did not answer or
explore the idea I was trying to bring up: increasing instructional time. Mr. P made some good
points in our discussion of student engagement, but I would still have liked to have heard him
think about and consider specific ways he could have brought in different strategies to engage
This was an invaluable process, and I learned that while I am capable of leading the
process of an observation cycle, there are many areas I need to improve. In particular, I believe I
need to be more assertive in the conversations, guiding the teacher to consider and reflect on
ways they can improve their practice. While I say I need to be more assertive, I do not believe I
need to change my personality or become overly bearing to get the job done. In my experience, I
have worked with very quiet, introverted administrators that were excellent facilitators, guiding
me to explore new ideas and take risks in the classroom. When I think of all of the people that I
interact with at work, I know that I am liked and respected, which I should be able to leverage as
I continue to expand my role as a teacher leader. In the coming months, I am already planning to
observe another colleague within the math department. My goal is to make our pre and post-