How to prepare for the classroom observation?

      According to Coaching with a Focus (UCI class material), the first part of the collaborative coaching cycle is the collaborative planning conference (pre-observation conference). It allows the mentor and mentee to discuss the class context, learning objectives, and the focus for the classroom observation.

      1. Classroom context

       The classroom context is established by the teacher and students through daily practice to create a positive and effective teaching and learning environment, for example, set up and follow the class rules, ask and respond to the questions, borrow and return the pencil. Examining the classroom context with the mentee helps the mentor understand the classroom culture during the observation. 

       2. Students' assets

       During the collaborative planning conference, the mentor can guide the mentee to get to know deeper about students by examining students' assets. This process allows the mentee to discover students’ students' weaknesses, strengths, and more. The mentor can ask the mentee the following guided questions “Who are your students outside of the school walls? What do they love? Where did they come from? What do they fear? (Harper, 2020)”. My volunteer teacher selected CSTP’s sub standard “1.3 Connecting subject matter to meaningful, real-life contexts” as the focus of the observation and coaching. In order to to help her meet and exceed this standard, I can guide her to truly know about her students’ background, interest, strength, and areas that need to improve by asking the above questions. Knowing students’ assets can make her teaching connect with students’ lives in a more meaningful and fun way. The coach can also share the growth mindset with the mentee what Labor (2020) states regarding the asset-based approach to teaching: that is grounded in what students can do rather than what they cannot do or areas of weakness. 

      3. Students' learning needs

        It is crucial for the mentor and the mentee to analyze students' learning needs during the pre-observation conference. It can be conducted by using and analyzing the collected data to distinguish the different learning needs groups: advanced, average, and struggling students. The mentor can guide the mentee to plan the differentiated teaching to each group to meet their needs with equity. 

       4. Learning goals

       Marzano (2012) states that setting goals or objectives is associated with gain in student achievement. Goal-setting strategies are most effective when used in specific times, for example, at the beginning of a unit. The discussion between the mentor and the mentee about the learning goals and objectives can help the mentor to have the focus of the observation and the mentee to have the clear purpose of teaching. 

       5. Student's work

       During the collaborative planning conference, the mentor and the mentee can also discuss how to collect students' work products, such as how many sample works are needed, should it be randomly selected, or select sample works from the advanced, average, and struggling group of students? In the following conference, the mentor can discuss with the mentor about the collected students’ works. The mentor can support the mentee to analyze and dig more deeply into the evidence they have captured together (2014). The mentor and the mentee can analyze students’ strengths and areas that need to be improved, and discuss the ways of adapting teaching to meet students’ needs with equity.

Resources:

2014. A Reflective Guide to Mentoring and being a Teacher Mentor.  EdPartnerships International, commissioned, the Victorian Department of Education and Early Childhood Development

Coaching with a focus. Concordia University class material

Labor. 2020. 3 Steps to Developing an Asset-Based Approach to Teaching.  Edutupia, https://www.edutopia.org/article/3-steps-developing-asset-based-approach-teaching

Harper, N. 2020. Empower Your Classroom: Let's Talk About Assets-Based Instruction. 

https://www.yeseep.org/blog/empower-your-classroom-lets-talk-about-assets-based-instruction

Marzano, R. Simms, J. 2012. Coaching Classroom Instruction. Marzano Resources.

What does teacher's evaluation mean? What are the purposes of the teacher's evaluation?

       1. What does teacher's evaluation mean?        

       The root of the word “evaluation” is the “value”. It indicates the process of the evaluation is to examine something that is worthy. Therefore the reason for the teacher evaluation is valuable to discover the teacher’s strength and needs. Sawchuck (2015) states that in general, teacher evaluation refers to the formal process a school uses to review and rate teachers’ performance and effectiveness in the classroom. 

       2. What are the purposes of the teacher's evaluation? 

       Marzano’s article “The Two Purposes of Teacher Evaluation” (2012) makes me realize the two different focuses of the teacher evaluation which are measurement and development. The balance of these two are very important to help teachers to improve. Looking back, I found my administrators focus on the measurement more than development in observing and evaluating my lessons. I was evaluated based on California Standards for the Teaching Profession (CSTPs) and given the score of each criteria on the evaluation form. As a future administrator, I plan to establish a system that focuses on development with three primary characteristics as Marzano (2012) advocates: 

1. comprehensive and specific, 

2. includes a developmental scale, 

3. acknowledges and rewards growth.               

        Marzano (2012) suggests that teachers should gradually work through the elements over time to improve their skills, instead of being scored yearly with all the 41 elements. My school evaluated teachers with all the six CSTPs and their substandard yearly and it made teachers feel overwhelmed. It is difficult to demonstrate a teacher’s competences in six CSTPs (2009) in one lesson, from engaging students, maintaining effective learnings, organizing subject matter for student learning, designing learning experiences for all students, assessing students for learning, and developing as a professional educator. It can be especially challenging for new teachers to include every aspect in one lesson. Therefore it is better for the administrator and the teacher to jointly discuss and select the standards as the focus of the observation. 

       The purposes of teacher evaluation are to help teachers find their teaching strengths and needs. The ultimate goal is students’ increased learning. A growing body of research confirms that the quality of teaching is what matters most for students’ development and learning in schools. Excellent teaching requires knowledge, skills, artistry, passion, and commitment (CSTP, 2009). The teacher evaluation with the balanced focus of measurement and development provides teachers the opportunities of being evaluated and developing with specific instructional feedback. 

Resources: 
2009. California Standards for the Teaching Profession, (CSTP).https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf

Marzano, R. 20212. The Two Purposes of Teacher Evaluation, Educational Leadership

Sawchuck, S. 2015. Teacher Evaluation: An Issue Overview. https://www.edweek.org/teaching-learning/teacher-evaluation-an-issue-overview/2015/09