1st+observation+Feedback+10+15+09

-- Darlene M. Bassett Best Practices, International Educational Consultant

Jake, great job. You use many of the teaching strategies we are exploring this year. Level of engagement is impressive.

Guidelines for Coaching

__modeling_x_scaffolding practice__independent practice

¨ Pre-Conference:

1. What is the focus of instruction (listen for strategy)?

Doing a Frayer model on brain boards of our word wall key concepts

2. How will you know you succeeded (listen for specific behavior)?

Student conversations related to key concepts are reflective

Elaborations from students are specific and accurate

3. What feedback do you want (listen for specifics and rationale)?

Student engagement and verbal dialogues related to the concept. What parts of the Frayer model are most and least useful to students?

¨ Teacher Observing During the Lesson:

1. Listen for use of specific language for strategy/ies – (students and teacher)

Good review of the process and purpose

2. Listen for specific prompts for how to do the strategy

Nice use of secret word - more interactive

Excellent review of process to begin with

Great Connection between equation and narrative

review of work

3. Look for demonstration of thinking on text – (students and teacher)

Good example of process with students on velocity as well as clearing up confusions as you go

4. Look for rationale

Excellent review of student work - strategy teaching for how to think about the completing the Frayer

¨ Post Conference:

o ask for teacher’s assessment of lesson re:

o Focus of instruction

kids learning subtlties of terms

Engagement up at beginning - down end - frequency of report out, faster

o Measure of success

¨ Summarize briefly what is said

¨ Give Feedback Requested

¨ Reflection (bump it up)

non-examples are the hardest - higher level thinking required

students are highly engaged and working Clearly stated they thought this process helped

Also commented on the real life experiences you provided to help them understand the principals involved in physics

This can sometimes feel like a foreign language

Scaffolding students as you move around the room as needed

Your questions and explanations clarify for students and they share their thinking openly, clearly

Moving through at a good pace