Formal Pre and Post Observation Conference Reflective Questions

Size: px

Start display at page:

Download "Formal Pre and Post Observation Conference Reflective Questions"

Patience Houston
6 years ago
Views:

1 Date of Pre-Observation Conference: Staff Name: Date of Observation: Observer: Date of Post-Observation Conference: Domain 1: Planning and Preparation 1a: Demonstrating Knowledge of Content & Pedagogy Knowledge of content Knowledge of prerequisite relationships Knowledge of content-related pedagogy 1b: Demonstrating Knowledge of Students Knowledge of characteristics of age group Knowledge of students' varied approaches to learning Knowledge of students' skills and knowledge 1c: Selecting Instructional Goals Value Clarity Suitability for diverse students Balance 1d: Demonstrating Knowledge of Resources Resources for teaching Resources for students 1e: Designing Coherent Instruction Learning Activities Instructional materials and resources Instructional groups Lesson and unit structure 1f: Assessing Student Learning Congruence with instructional goals Criteria and standards Use for planning What information about your students, performance data collected from prior lessons, their knowledge base, learning and curriculum has lead you to select this lesson? (1a, 1b, 1f) What types of instructional tools and materials will you use to facilitate learning and engage students? (1d, 1e) What have you identified as learning targets for the student s in your classroom during this instructional period? How have you structured this time period to allow for achievement of those targets? (1c)

2 Domain 2: The Classroom Environment 2a: Creating an Environment of Respect and Rapport Educator interaction with students Student interaction 2b: Establishing a Culture for Learning Importance of the content Student pride in work Expectations for learning and achievement 2c: Managing Classroom Procedures Management of instructional groups Management of transitions Management of materials and supplies Performance of non-instructional duties Supervision of volunteers and paraprofessionals 2d: Managing Student Behavior Expectations Monitoring of student behavior Response to student misbehavior 2e: Organizing Physical Space Safety and arrangement of furniture Accessibility to learning and use of physical resources What strategies will you use to create and establish and environment of respect and culture for learning? (2a, 2b, 2c, 2d, 2e) Discuss your classroom procedures and management plan. (2c, 2d) How will you integrate the use of other adults present to facilitate learning and instructional delivery? (2a, 2b, 2c)

3 Domain 3: Instruction 3a: Communicating Clearly and Accurately Directions and procedures Oral and written language 3b: Using Questioning and Discussion Techniques Quality of questions Discussion techniques Student participation 3c: Engaging Students in Learning Representation of Content Grouping of students Instructional materials and resources Structure and pacing 3d: Using Assessment for Instruction Quality: accurate, substantive, constructive, and specific Feedback to Students Timeliness 3e: Demonstrating Flexibility and Responsiveness Lesson adjustment Response to Students Persistence What materials are you going to use to facilitate communication and engagement in the lesson? (3a, 3b, 3c) How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group? What behavior or data will you use to assess student learning during this lesson? (3b, 3c, 3d) What specific instructional or management techniques strategies will you employ during instruction and how have you selected these? (3a, 3d, 3e)

4 Domain 4: Professional Responsibilities 4a: Reflecting on Professional Practices Accuracy Use in future 4b: Maintaining Accurate Records Student completion of assignments Student progress in learning Non-instructional records 4c: Communicating with Families Information about the instructional program Information about individual students Engagement of families in the instructional program 4d: Contributing to the School and District Relationship with colleagues Service to school Participation in school and district projects 4e: Growing and Developing Professionally Enhancement of content knowledge and pedagogical skill Service to the profession 4f: Demonstrating Professionalism Service to students Advocacy Decision making What resources did you employ in preparing for and selecting this lesson? (4a,4b, 4d) How have you aligned this lesson with learning standards and curriculum? What modifications will be made and why? (4b, 4d, 4f) What pieces of data will you collect from this lesson and how will you use them to inform future instruction? (4a, 4b, 4f)

5 Post Observation Guiding Questions: The following questions will be used as the foundation for your discussion with the individual completing the formal observation. Please take time prior to your post-observation conference to reflect on the following questions. Your responses do not need to be written. You will need to have reflectively considered your own teaching practices during the observed lesson in reference to these questions so that a professional dialogue can be held between the observer and yourself. If you had a chance to teach this lesson again to the same group of students, what would you do differently, from planning through execution? Did you depart from your plan? If so, how, and why? Using the data obtained during this lesson, what have you determined to be the next steps for your students both in relation to curriculum and instruction? What aspects of this lesson worked really well and how will I incorporate them into future lessons? Do you feel like you used the adults in the room to effectively facilitate learning?

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding