EDUC642_Observation Cycle for Teacher Assignment_Pociask
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Liberty University *
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642
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Arts Humanities
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Feb 20, 2024
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Observation Cyle for a Teacher Assignment Jessica Pociask
Liberty University
James Virtue, Ph.D.
December 15, 2023
Pre-Observation Conference
Prior to the Pre-Observation Conference, Mr. Smith provided copies of his lesson plan so I could begin the evaluation process to show that the teacher provides standards-based lesson plans aligned to grade level standards using learning targets embedded within the learning scale. As I evaluate the lesson plans, I expect to see that the plans demonstrate a clear emphasis on essential standards and incorporate a scale that progressively builds knowledge from simple to complex. They carefully pinpoint learning targets aligned with the required standards' level of rigor. Specific instructional strategies, tailored to the learning targets, are identified within the plans. Additionally, the plans outline a scaffolded learning approach, guiding students from foundational content understanding to the practical application of information in authentic contexts.
Further, the lesson is thoughtfully structured into manageable content chunks for effective
teaching. Integration with other content areas is considered when relevant, and both learning targets and unit plans align with the district's scope and sequence. Equity is a key focus in the classroom, as evidenced by the plans. Furthermore, the plans, where applicable, detail how Individualized Education Plans (IEPs) or personal learning plans are accommodated. Additionally, EL (English Learner) strategies find a place in the classroom plans, and cultural competencies and standards are integrated when suitable.
I would ask Mr. Smith to meet with me in my conference room to discuss the expectations of his observation. During this time, we will be sitting face-to-face and reviewing his lesson plan and what I can expect to observe in his classroom. We will be covering several key components to include Mr. Smith’s planning for standards-based lessons, his plan to align his
resources to the state standards, and his plan to close the achievement gap for ESE, ESOL, and
ELL students. Further, we will discuss my expectation that he uses the progression of standards-
based learning targets to identify accurate critical content during his lesson.
During the course of the Pre-Observation, several key questions will be reviewed. I will ask that Mr. Smith elaborate on his comprehension of foundational course-specific relationships and misconceptions relevant to this lesson. How will he encourage student ownership in the learning process? Which instructional strategies will he employ in his lesson, and what criteria guide his selection process? Moreover, I will also ask him to provide a comprehensive overview of his familiarity with active learning strategies and the tools he intends to integrate into this lesson. How does he acquire knowledge about accessibility, and what steps does he take to ensure inclusivity in his lesson? How does he plan for a diverse range of student backgrounds, considering factors such as
culture, skills, language proficiency, interests, and special needs, to inform his instructional approach?
Finally, I will expect him to outline the standards, objectives, and measurable instructional outcomes associated with this lesson. How do he intend to weave them into his teaching plan? He will be asked to specify the student learning tasks that address the infusion of rigor and provide opportunities for students to showcase the anticipated learning outcomes.
Observation
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Post-Observation Conference
Mr. Smith will be scheduled for his post-observation conference within two weeks of the observed lesson. At the beginning of the conference, I will ask several reflective questions. The process of reflective questioning will allow the teacher the opportunity to discuss what he felt was strong about the lesson, as well as define personal room for improvement. This type of conversation creates an environment rich with collaboration in which the teacher is able to view the administrator as a partner in their growth process. The following is a dialogue between the teacher and me. JP:
Reflecting on the overall lesson, what is your assessment of its effectiveness?
MS: I felt like it went well. The students understood the standards, the review of allegories, and “Animal Farm”. I think things worked best what they are grouped, and it was a little more difficult to keep them engaged when I had to lecture.
JP:
How did your assessments contribute to your insights into student learning? MS: I was able to get a good understanding of their writing abilities and how well they understood the concepts from the book through their essays. However, during the parts of the lesson that were more student centered, I was able to get a real time understanding of where each
individual student was and how I could best help them.
JP:
To what degree did your classroom's organization, encompassing room layout, and instructional materials, along with your established rules and procedures, optimize the learning experience for students?
MS:
My students get a more robust picture of our classroom expectations, the current lesson, and
what to expect in the future by the objectives, standards, and other informative tools we have on the board and walls. They allow me to quickly redirect behaviors and remind students about various aspects of the lesson and expectations.
JP:
Identify the most and least successful techniques employed to engage students. MS: I never feel as if lecturing in the front of the class is the most effective way to communicate,
but I think that it necessary at times. I believe that when I am able to create student-centered activities the students interact with the material and information in a more effective and engaging
manner.
JP:
Finally, how will the insights gained from this lesson guide modifications to your instructional plan?
MS: I would like to explore more strategies for creating student-centered activities that might be able to replace lecturing as much as possible.
Positive Feedback
Mr. Smith, it was apparent that you were well versed on the topics, standards, and the lesson that you were teaching your students. I could also tell that you created the student groups with intent and purpose. Each group functioned well with no one student taking over and completing all the work or generating the bulk of the discussion. I also felt that your whole-
group discussion created some excellent dialogue amongst the students and allowed for them to really engage with the information while learning critical communication skills. Areas for Growth
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With that, I believe that you are correct in your efforts to create more opportunities for student-
centered, student-driven activities. Too much time at the front of the class lecturing can lead to disengagement with the students. In those moments when lecturing might be necessary, perhaps break it up with short activities like “think, pair, share”, allowing the students to read aloud, and be sure to move around the room. This will allow you to use proximity control when you notice a
student beginning to unplug from the lesson. As a whole, I rated your lesson as Applying which means that you understand the strategies and concepts necessary for creating an innovative lesson, but you are still learning how to put it all together. I would like to pair you up with Mrs. Taylor during a few of your planning periods. She does a great job of incorporating a variety of student-centered strategies within the lecture portion of her lessons. Overall, you put together a strong lesson with only a few things work on. Your students respond very positively to you and seem to stay engaged. Thank you for your noticeable dedication and willingness to learn. "Not many of you should become teachers, my brothers, for you know that we who teach will be judged with greater strictness. For we all stumble in many ways. And if anyone does not stumble in what he says, he is a perfect man, able also to bridle his whole body" (James 3:1-2, Bible Gateway, 2023).
References
Bible Gateway. (2023). BibleGateway.com - New International Version
. Bible Gateway; Bible Gateway.
https://www.biblegateway.com/
MARZANO FOCUSED TEACHER EVALUATION MODEL
. (2020). https://www.osceolaschools.net/cms/lib/FL50000609/Centricity/domain/152/2020-
21%20employee%20evaluation%20systems/2020-21%20Classroom%20Instructional %20Employees%20Evaluation%20System%20Overview.pdf. (pgs.32-34)
The Marzano Teacher Evaluation Model: Michigan
. (2017). https://www.marzanocenter.com/wp-
content/uploads/sites/4/2019/04/FTEM_Updated_Michigan_08312017.pdf. (pgs. 30-49)