Post-Observation Conference and Professional Development Planning

Post-Observation Conference and Professional Development Planning

School administrators engage teachers in thought processes that promote collaborative planning for professional learning. Personalized, specific communication is critical at every stage of teacher observation and development.

One type of instructional coaching is cognitive coaching. The goal of cognitive coaching is to produce self-directed people with the cognitive capacity for excellence both independently and as members of a community.

In this assignment, you will use your observation notes for three teachers from Module 2 and the information on professional learning in Modules 3 and 4 and your own research. You will outline a plan for the post-observation conference with each of the three teachers observed in Module 2. Each meeting will debrief strengths and areas for improvement, set improvement goals, and propose a customized professional development plan.

Step 1Review the information provided in Modules 3 and 4 and conduct your own research on customizing professional development for teachers. Research instructional coaching models, protocols, and questioning and feedback strategies. Investigate technology-based instructional strategies and professional development opportunities.

Step 2Access and use thePost-Observation Conferences templateto outline a meeting with each teacher.

Replace the bracketed text with statements and questions you would use during the 35- to 45-minute meeting. Your statements/questions should invite collaboration and model instructional or cognitive coaching.

Include multiple statements/questions for guidance. You may also include anticipated responses from the teacher if you choose.

Include a technology-based professional development strategy for each teacher. It may either use technology to deliver the development content or teach how to use technology to improve instruction.

For each meeting, include concluding statements on communication and collaboration for continuous improvement.

Include at least one APA-formatted citation in the body of each meeting outline and a reference list at the end of the document.

For additional guidance, refer to the resources below.

Step 3Submit one document with an APA-formatted title page, three post-observation conference outlines and an APA-formatted reference page.

PleasereadtheAssignment GuidelinesLinks to an external site.before you begin working.

Resources

Coaching Debrief Conversation: Post-Observation Douglas-ShirleyLinks to an external site." [video: 20:15 min]Teaching Channel

The Evaluation Process, Administrator Feedback, and Teacher EfficacyLinks to an external site. Rebeca Mireles-Rios & John A. BecchioMireles-Rios, R., & Becchio, J. A. (2018). The evaluation process, administrator feedback, and teacher efficacy.Journal of School Leadership, 28(4), 434561.

How to Give Teachers Better Feedback Jorge Valenzuela, EdutopiaLinks to an external site.Feedback Strategies for Coaches and Administrators Todd Blake Finley, Teaching Channel

Coaching Debrief Conversation: Post-Observation Douglas-Shirley

Rubric

EL5623 Module 4 Post-Observation Conference and Professional Development Planning Rubric

EL5623 Module 4 Post-Observation Conference and Professional Development Planning Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeIntroduction/Greeting and Instructional Coaching Model 25to >21.0pts

Mastery

Each professional post-observation conference outline includes a welcoming greeting and a detailed description of how instructional coaching will be used in the meeting. 21to >17.5pts

Proficient

Each professional post-observation conference outline includes a greeting and a description of how instructional coaching will be used in the meeting. 17.5to >11.0pts

Marginal

Some, but not all, professional post-observation conference outlines include a greeting and a description of how instructional coaching will be used in the meeting. 11to >0pts

Needs Improvement

Most requirements for the post-observation conference greeting and instructional coaching description are not met.

25pts

This criterion is linked to a Learning OutcomeDiscussion of Observation Data 25to >21.0pts

Mastery

Each professional post-observation conference outline contains well-articulated statements describing the observation findings including teacher successes and growth opportunities. The discussion includes well-articulated questions inviting teacher collaboration in debriefing the events. 21to >17.5pts

Proficient

Each professional post-observation conference outline contains statements describing the observation findings including teacher successes and growth opportunities. The discussions invite teacher collaboration in debriefing the events. 17.5to >11.0pts

Marginal

Some, but not all, professional post-observation conference outlines address both teacher successes and growth opportunities and invite teacher collaboration. 11to >0pts

Needs Improvement

Most requirements for discussing the observation data are not met.

25pts

This criterion is linked to a Learning OutcomeGoal-Setting for Continuous Improvement 25to >21.0pts

Mastery

Each post-observation conference outline proposes two professional well-articulated goals clearly related to each teachers evaluation/appraisal. 21to >17.5pts

Proficient

Each post-observation conference outline proposes two professional goals at least somewhat related to each teachers evaluation/appraisal. 17.5to >11.0pts

Marginal

Some, but not all, professional post-observation conference outlines propose two professional goals, or the two proposed goals do not relate to the teachers evaluation/appraisal. 11to >0pts

Needs Improvement

Most requirements for goal setting are not met.

25pts

This criterion is linked to a Learning OutcomeCustomized Professional Development Plan 25to >21.0pts

Mastery

Each post-observation conference outline proposes a professional development plan personalized for each teacher based on strengths, potential goals, and needs. At least one strategy addresses technology in instruction or professional development. 21to >17.5pts

Proficient

Each post-observation conference outline proposes a professional development plan personalized for each teacher and at least one strategy addresses technology in instruction or professional development. 17.5to >11.0pts

Marginal

Some, but not all, post-observation conference outlines propose a personalized professional development plan for each teacher, or no strategies address technology. 11to >0pts

Needs Improvement

Most requirements for professional development plans are not met.

25pts

This criterion is linked to a Learning OutcomeInstructional Coaching, Dialogue, and Communication 10to >8.5pts

Mastery

Each post-observation conference outline authentically demonstrates the expert application of instructional coaching and emphasizes dialogue and communication consistent with the role of an educational leader. 8.5to >7.0pts

Proficient

Each post-observation conference outline demonstrates elements of instructional coaching and communication consistent with the role of an educational leader. 7to >5.5pts

Marginal

Some, but not all, post-observation conference outlines demonstrate elements of instructional coaching and communication consistent with the role of an educational leader. 5.5to >0pts

Needs Improvement

Most requirements for instructional coaching and communication consistent with the role of an educational leader are not met.

10pts

This criterion is linked to a Learning OutcomeUse and Understanding of Research

(CAEP RA1.1) 10to >8.5pts

Mastery

Demonstrates an insightful understanding of the application and use of research in the professional field. Explicit connections between research and professional work in education are provided. References and citations indicate substantial use of research. All sources are cited in the text and were published within the last 5 years except when seminar work is required. 8.5to >7.0pts

Proficient

Demonstrates an adequate understanding of the application and use of research in education professions. References and citations indicate use of research. The majority of sources are current (within the last 5 years) and from professional and credible publications or organizations. 7to >5.5pts

Marginal

Some understanding of research use is evident. Additional evidence and/or elaboration are needed to demonstrate an adequate understanding of the application and use of research in education professions. References and citations indicate minimal research. Sources are outdated or from non-professional or non-credible sources. 5.5to >0pts

Needs Improvement

In-text citations and/or reference listings are missing or do not match, indicating inadequate research on the topic and/or minimal understanding of how to apply and use research in education professions.

10pts

This criterion is linked to a Learning OutcomeLeading/Participating in Collaborative Activities

(CAEP RA1.1) 10to >8.5pts

Mastery

Detailed information is provided to demonstrate meaningful collaboration with multiple stakeholder groups occurred. Multiple stakeholders are identified, and explicit examples illustrate how stakeholder input informed decisions, plans, or activities to demonstrate collaboration occurred. 8.5to >7.0pts

Proficient

Presents evidence of meaningful collaboration with appropriate stakeholders (peers, colleagues, students, families, or community members). Stakeholders are identified and feedback/input are evident in the assignment or activity to demonstrate collaboration occurred. 7to >5.5pts

Marginal

Stakeholder collaboration is vaguely described or limited. Elaboration is needed to clearly demonstrate stakeholder involvement in decisions, plans, or activities. Descriptions of collaboration need further development. 5.5to >0pts

Needs Improvement

Collaboration is not addressed in the assignment or activities. Minimal evidence is presented to suggest collaboration occurred.

10pts

This criterion is linked to a Learning OutcomeApplications of Technology

(CAEP RA1.1) 10to >8.5pts

Mastery

Demonstrates a comprehensive understanding of appropriate applications of technology in educational settings. Skillfully plans for and/or uses a variety of technology tools to enrich the educational environment. Critically evaluates and justifies the use of technology for the identified task(s). 8.5to >7.0pts

Proficient

Appropriately employs technology tools for use in educational settings. Identified technology is clearly aligned with school-based practices. Presents a clear rationale for the application of technology to school-based practices. 7to >5.5pts

Marginal

At least one technology tool is identified for educational use. A general description or discussion is provided but clarity or elaboration is needed on the alignment between the technology tool(s) and school-based practices. 5.5to >0pts

Needs Improvement

Technology use is missing, minimal, or vague. Technology tool(s) may be inappropriate for application in educational settings.

10pts

This criterion is linked to a Learning OutcomeAPA Format and Writing Mechanics 10to >8.5pts

Mastery

Submission is free of spelling, formatting, and grammatical errors. Submission is well-formatted and professional. 8.5to >7.0pts

Proficient

Submission contains minimal spelling, formatting, and grammatical errors that do not impede the understanding of the concepts and plans. 7to >5.5pts

Marginal

Submission contains multiple spelling, formatting, and/or grammatical errors. Some ideas are unclear due to errors in writing mechanics, or multiple elements of APA format are not followed. 5.5to >0pts

Needs Improvement

Submission contains extensive spelling, formatting, and grammatical errors that significantly impede the understanding and presentation of ideas.

10pts

Total Points:150

Post-Observation Conferences

The post-observation conference (or post-conference) is an opportunity for the appraiser/evaluator and the teacher to discuss strengths and opportunities for growth based on evidence from a classroom observation.

Replace the bracketed text with statements and questions you will use during the meeting. Include multiple statements/questions for guidance even if you might not use them all during the meeting. You may also include anticipated responses from the teacher if you choose.

Use APA-formatted in-text citations for any information you derived from another source and list the source(s) in the reference page at the end of this document.

Observation #1

Observation Details

[Teachers Name] [Title of Lesson]

[Observation Focus Area] [Observation Technique/Tool]

Introduction/Greeting

Greeting Review of the conference process and structure [Describe the general structure and anticipated time length.

Describe how you will apply instructional coaching.]

Discussion of Observation Data

Teachers general impression of the observed class events [How will you get the teacher to self-reflect on the observed class?]

Data Point 1 [Talking points should demonstrate evidence of factual observations and instructional coaching and encourage discussion. Include both teacher successes and growth opportunities.]

Data Point 2 Data Point 3 Clarifying and reflective questions Goal-Setting for Continuous Improvement

Goal 1 Goal 2 Clarifying and reflective questions Customized Professional Development Plan

Goal 1 Strategy 1 [At least one proposed professional development strategy should address technology in instruction or professional development.

Recommendations and talking points should invite conversation and input.]

Strategy 2 Goal 2 Strategy 1 Strategy 2 Clarifying and reflective questions Conclusion

Next steps Continuous communication and collaboration Closing remarks Observation #2

Observation Details

[Teachers Name] [Title of Lesson]

[Observation Focus Area] [Observation Technique/Tool]

Introduction/Greeting

Greeting Review of the conference process and structure [Describe the general structure and anticipated time length.

Describe how you will apply instructional coaching.]

Discussion of Observation Data

Teachers general impression of the observed class events [How will you get the teacher to self-reflect on the observed class?]

Data Point 1 [Talking points should demonstrate evidence of factual observations and instructional coaching and encourage discussion. Include both teacher successes and growth opportunities.]

Data Point 2 Data Point 3 Clarifying and reflective questions Goal-Setting for Continuous Improvement

Goal 1 Goal 2 Clarifying and reflective questions Customized Professional Development Plan

Goal 1 Strategy 1 [At least one proposed professional development strategy should address technology in instruction or professional development.

Recommendations and talking points should invite conversation and input.]

Strategy 2 Goal 2 Strategy 1 Strategy 2 Clarifying and reflective questions Conclusion

Next steps Continuous communication and collaboration Closing remarks Observation #3

Observation Details

[Teachers Name] [Title of Lesson]

[Observation Focus Area] [Observation Technique/Tool]

Introduction/Greeting

Greeting Review of the conference process and structure [Describe the general structure and anticipated time length.

Describe how you will apply instructional coaching.]

Discussion of Observation Data

Teachers general impression of the observed class events [How will you get the teacher to self-reflect on the observed class?]

Data Point 1 [Talking points should demonstrate evidence of factual observations and instructional coaching and encourage discussion. Include both teacher successes and growth opportunities.]

Data Point 2 Data Point 3 Clarifying and reflective questions Goal-Setting for Continuous Improvement

Goal 1 Goal 2 Clarifying and reflective questions Customized Professional Development Plan

Goal 1 Strategy 1 [At least one proposed professional development strategy should address technology in instruction or professional development.

Recommendations and talking points should invite conversation and input.]

Strategy 2 Goal 2 Strategy 1 Strategy 2 Clarifying and reflective questions Conclusion

Next steps Continuous communication and collaboration Closing remarks

References

How to Give Teachers Better Feedback

When administrators are intentional about providing feedback and deliver it with care, it can boost teachers confidence.

ByJorge ValenzuelaJune 23, 2022

SolStock / iStock

When I began teaching, I didnt have the confidence I have today. Wanting to do a good job, I was always eager to receive feedback, and I sought it from supervisors and colleagues I worked with closely. Unfortunately, some of the feedback I received then didnt come from a good place or at all other than my annual evaluation.

Other times, feedback I received was just praise that affirmed something done well but did very little to help me improve my practice and teaching confidence. I needed understandable and actionable feedback. As a result, my early teaching experience was plagued with uncertainty about my abilities. Since then, my coaching work has shown me that many other teachers also struggle to get reliable feedback that addresses their most significant concerns from their building administrators.

Recently, I presented at a conference for Virginia school superintendents on ways to improve teacher retention and job satisfactioneffective feedback strategies for teachers were at the top of the list. With manycontemplating leaving teaching, the organizers wanted to promote awareness of possible intrinsic motivations that administrators could leverage for improving teaching conditions in their schools. I thought it essential to uplift how teachersbeliefs about their abilities can determine if they stay in the profession, which many in attendance found fascinating.

According to theWhy Teach Surveycompiled by LKMco and Pearson, the top reasons for people becoming teachers were the desire to make a difference in the lives of students and the belief that they could be good at it (it was a tie). Believing they were good at teaching was the top reason for staying.

Therefore, administrators should look for ways to provide empowering feedback to teachers that strengthens their confidence and self-efficacy for teaching at their best. More specifically,recent research by Thomas Guskey and Laura Linktells us that teachers want school leaders to focus on feedback that improves student learning, is trusted, and is offered in meaningful and nonthreatening ways.

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6 WAYS TO GIVE INTENTIONAL FEEDBACK

For example, school leaders can raise confidence for teachers by being more intentional about when and how to provide feedback by structuring conversations around what they observe inlearning walksorformal observationsrather than in passing or in response to hearsay, using these simple universal guidelines:

1. Feedback is variable and should not be one-size-fits-all.Instead, tailor discussions to someone whos doing an excellent job, someone whos doing well but could be better, or someone whos not working up to par. (See below for more elaboration.)

2. Engage in dialogue, not monologue.By sharing and using airtime to learn from teachers while constantly engaging them collegially, even during difficult conversations, you build trust.

3. Dont bombard teachers with unclear information.That can convey weak leadership. Its also confusing to newbies and offputting to those who know better.

4. Focus on impact on student learning while respecting what teachers know about their students.I find that teachers are the most prominent experts on the needs of their learners. So listen to what they have to say even when examining measures of student achievement from assessments or student outcomes gleaned from surveys about their attitudes, confidence, and self-efficacy for learning.

5. Make feedback quick when implementing a new initiative.For example, if using a new strategy or approach doesnt work in specific spaces, this should become known to the teaching staff as soon as its discovered. Most likely, they will already know and resent being made to adhere needlessly.

6. Critique work, not people.By keeping the discussions to ways of improving teachers abilities instead of things about them that they may not be able to change, you get more buy-in.

Using the abovementioned recommendations, heres how administrators can instill confidence in their teaching staff by differentiating feedback.

FEEDBACK FOR EXEMPLARY PERFORMERS

Feedback to teachers doing an excellent job should bepositive and convey appreciationfor work well done. Get to know your staff to learn how they wish to receive good feedback. For some, a well-thought-out thank-you note may make them feel valued and confident. Others may want recognition in front of colleagues or more autonomy in teaching content theyre passionate about.

Excellent teachers have high value and should be treated as such. School leaders can leverage positive feedback opportunities to create an interchange of ideas to learn what works and what doesnt at the school or for particular students.

FEEDBACK FOR THOSE WHO JUST NEED A NUDGE

Someone knowing that theyre doing well may not be aware of the areas in which they need to improve. To affirm them but still inform them of an area of need, here are some adaptable speaking points for a fictitious scenario.

Its clear that youre very passionate about teaching this unit, but I noticed that sometimes your passion doesnt allow room for students to ask clarifying questions during your mini-lesson. In particular, I saw that two kids raised their hands, and you didnt call on them. Did you see their hands raised? How can student questions help clarify what they need to do during work time?

FEEDBACK FOR THOSE WHO ARE STRUGGLING

Struggling teachers need to feel their supervisors have their back along with the belief that they have the potential to improve. Therefore, dont hold them accountable for what they dont know yetinstead, help them build confidence by setting clear pathways to success and keep feedback kind, honest, and ongoing.

Clear pathways to success may include norms and protocols outlining steps to completing deliverables, working well with others, contacting parents, and increasing capacity in their teaching abilities. Also, keep feedback a two-way street by asking questions like these:

What can I do to best support you?

Do you have the tools and resources you need to succeed?

Are our timelines respectful of your time and workflow?

Do you have any questions about our expectations?

Heres a handyfeedback protocolyou can adapt to help guide discussions following classroom observations.

My sincerest gratitude to Dr. Marcus Newsome and Andy Stamp for being excellent thought partners.

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