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The Coaching Process |
Conference TypesConferencing Techniques |
Data Collection FormGuidelines for Effective Practice |
Observation Feedback Form |
The essence of the coaching process is to engage in the continuous study of teaching with the intent to increase teaching effectiveness. When the teacher intern and mentor teacher form a coaching partnership it provides the opportunity to develop a shared language of teaching and processes for thinking about learning, and practicing new teaching behaviors. The coaching process has several components.
Pre Observation Conference: This is a conversation with the teacher intern that identifies the intent of the observation. This could include focus on learning a particular teaching technique, appropriate use of a strategy, or modification of the technique. This conference has the potential to build trust and rapport between the mentor teacher and teacher intern and reduce the level of stress that often accompanies being observed. The lesson plan is reviewed during this time.
Observation: This is a block of time that has been set aside for the mentor teacher to carefully watch the teacher intern teaching and record objective data regarding the instruction.
Data Collection: There are several ways that data may be
collected: video tape, audio tape, and script tape. Select the method
of data collection based on the purpose of the observation and the amount
of time you have to devote to this process. The most efficient method
for collecting data is script taping. It requires only paper, pencil, and
time to write down as much as you can that reflects what the
teacher intern and the students say and do. It provides accounts
of events from which cause effect relationships can be inferred and is
unbiased when carried out correctly.
| TEACHER CANDIDATE (CAUSE) | STUDENTS (EFFECT) |
| Quiz on overhead (3 questions) | Students enter room. Sit down. Take out paper |
| Bell rings | Two students start talking |
| Looks at students | Talkers stop. All working |
| Yesterday we were working on main idea. Let's briefly
review that before we start today. You'll need paper and pencil. Clear your desk of all other materials. |
Students clear desks. Two ask for pencils |
| Gives pencils to students -
You owe me three minutes after class |
Students nod. |
Organizing Data for the Conference: Before conducting the post observation conference you will need to organize the information you have recorded about the lesson. One way to organize this data is to:
Post Observation Conference: The intent of the post conference is to provide formative feedback to the teacher intern. Formative feedback is intended to HELP THE TEACHER INTERN GROW. It may be positive or negative CONSTRUCTIVE feedback. It should be based on objective data identifying cause and effect relationships with opportunity for the teacher intern to discuss the lesson, problem solve and reflect on the experience with you.
Feedback Starters:
| How did you feel about . . .
When you . . .
Your approach of . . .
By using . . . Your response of . . . Your skill in . . . |
Conferences have two distinct functions: instructional which are diagnostic and prescriptive with the intent to help someone improve instructional effectiveness, and evaluative which places a teacher intern's performance on a continuum from "unsatisfactory" to "outstanding". The ongoing daily/weekly observations and conferences conducted by the mentor teacher and or college supervisor are considered instructional conferences. The midpoint and final evaluation conferences are considered evaluative, and based on evidence from many observations and conferences.
Dr. Madeline Hunter has identified five types of instructional conferences that can be conducted with the teacher intern. The mentor teacher needs to make a judgment as to which of the five possible objectives should be the primary purpose of the instructional conference. Isolation of each objective is only for the purpose of clarity. They are not mutually exclusive but each will generate different feelings and potential learnings on the part of the teacher candidate. The artist in instructional conferencing will blend the types to stimulate the greatest professional growth.
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The goal of this type of conversation is to identify only those instructional
behaviors that were effective. Identify what happened, explain why
it was effective and support with theory whenever possible. This
kind of formative feedback is intended to build confidence and identify
teaching behaviors that facilitated student learning so that the teacher
intern may intentionally incorporate those strategies in future instruction.
| Example: When you walked over to the student who was talking during your presentation and stood by him/her the student stopped talking. This was a highly effective technique, and is often referred to as proximity control. |
Conference Type B
The goal of this type of conversation is to stimulate the development
of a repertoire of effective teaching responses so the teacher intern
will have the opportunity to use alternative strategies which they may
not have known about or considered. Mentor teacher and teacher intern
brainstorm ideas together.
| Example: Your strategy of using the student's name during instruction in a complimentary example was very effective, it pulled Bill into the lesson and helped him to maintain interest. With most students this works. Let's both think of other strategies that could be used if this didn't work. |
Conference Type C
The goal of this type of conversation is to encourage teacher interns
to identify what did not go well in a lesson, so that with the support
of the mentor teacher, strategies for reducing or eliminating future
unsatisfactory outcomes will be developed. The important concept to remember
in this conference is that the teacher intern is in control of identifying
unsatisfactory aspects of the lesson as well as possible solutions.
| Mentor teacher: I know you are disappointed in the
way the lesson turned out...
Teacher intern: I assumed the students would have remembered the material, I was disappointed to see how much of it they had forgotten. Mentor teacher responds: It's not unusual that we assume students remember and they don't. What might be done to eliminate that situation? |
While the teacher intern is given the first opportunity to respond to that situation, the mentor teacher might also offer some suggestions. Please note that in conference types A, B, and, C not one single negative or critical comment has been introduced by the mentor teacher, yet each conference has tremendous potential for teacher intern's growth in instructional effectiveness.
Conference Type D
The goal of this conversation is for the mentor teacher to identify
and label those less effective aspects of teaching that were not evident
to the teacher intern. The mentor teacher would then suggest
alternative procedures that have potential for effectiveness. This
type of conference has the potential to inject a negative climate.
However, it need not be negative. Much depends on how the message
is delivered.
| Example: Were you aware that each time you turned your back to the students to write on the chalkboard the students were copying from each other and passing notes? I would like to share with you some possible methods to use so that there is little opportunity for the students to do this. |
Sometimes more information is needed before the cooperating teacher
makes a judgment about less effective aspects of the teacher intern's
performance.
| Example: I'm not sure I understand your thinking behind the decision to give Susan additional homework when no one else had extra work. It seemed like she was embarrassed and you were quite disturbed with her. Could you help me understand this situation? |
Rarely should a teacher intern experience only a D conference, yet when Type A, B, and, C conferences produce little or no instructional improvement, it is the Type D conference that communicates the final data which confirm teaching performance as unsatisfactory.
Conference Type E
The goal of this conference is to promote continuing growth of the EXCELLENT
teacher intern. At times when we realize that we have a teacher
intern who demonstrates exemplary performance consistently, there
is a tendency to feel that good teaching is enough in itself.
However, even the best teacher intern can be stretched to think and
perform further. Growth is invigorating and self-actualizing.
We do teacher interns a disservice when we do not permit, encourage
and demand their continued growth.
| Example: That was a superb lesson. Would you be willing
to put a similar lesson on video tape so we can use it as a model for other
teacher interns or beginning teachers?
You are such a good organizer and have a natural ability to relate to young adults and parents. Would you be interested in helping to organize the outdoor education program for teachers, students and parents? |
Sometimes it is difficult to identify next steps for the outstanding teacher intern, but acknowledging that a teacher intern is ready for and needs a new challenge will encourage both of you to think of productive possibilities.?
Through the observation and conference process, teacher interns are
provided opportunities to reflect on their teaching effectiveness and improve
their self-evaluation skills. Conferences are essential for effectively
improving the quality of student teaching. Teacher interns should
receive valuable ongoing feedback from mentor teachers and university
supervisors. Elements of good teaching can be clarified, informed
observations offered, and future plans for professional development outlined.
The mentor teacher is in an ideal position to assist with planning,
to offer constructive suggestions, to provide informed analysis of the
teaching and to reinforce appropriate aspects of the teacher intern's
performance.
Use the sections below to script tape what the teacher intern says
and does and what the students say and do during the lesson you are observing.
Code this information to determine what facilitated, hindered or did not
contribute to student learning or total effectiveness of the lesson. Use
this data to provide specific examples when giving feedback to the teacher
intern during the instructional conference. You may also select
information from this record to include in the Observation Feedback Form
which provides a structured format for organizing feedback and evaluating
performance.
| Teacher Intern Behaviors (cause) | Student Behaviors (effect) | |
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Lesson Topic _______________________________ Date __________________________________
Planning the Lesson: Cite evidence of effective planning
Anticipatory Set: (Getting the class ready to learn): Was
the time used productively at the beginning of the lesson?
Communicating the Objective: How did the students learn
what they should do and why?
Instructional Input/Modeling: What did the teacher or students
do to gain the knowledge/skills needed to achieve the objective?
Instructional Materials/Technology: What materials
and equipment were used during instruction to enhance learning?
Checking for Understanding: (Diagnosis and Assessment)
What strategies did the teacher intern use to determine if students
understood content/skills before engaging them in practice?
Guided Practice: How did the teacher intern provide
practice with the new or reviewed content or skill?
Independent Practice: What did the students do without
the assistance of the teacher intern to increase or extend their understanding
of the lesson?
Closure: How was the lesson concluded by the teacher intern
or students?
Final Check for Understanding: (Diagnosis and Assessment) What strategies or tools were used to assess student learning?
OTHER AREAS FOR FEEDBACK:
Interpersonal Style/Classroom Climate:
Classroom Management:
Subject Matter Knowledge:
Knowledge of the Learners:
Professional Qualities:
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Areas of Strength Demonstrated in this Lesson:
Areas for Continued Growth:
Action Plan:
Overall Reaction to Performance of Teacher Intern:
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CONFERENCING TECHNIQUES |
The teacher intern should take an active part in supervision and not merely be the target of supervision.
Do not identify weaknesses in teacher intern's lesson plan unless time is available to correct the problem areas.
All observations should be followed by conferences (either formal or informal).
Emphasize the student aspect of student teaching by using pupil behavior as the criterion for analyzing effective teacher behavior.
Use the following criteria to limit the number of concerns handled in a conference:
- impact on the student's physical/emotional well being
- impact on the class (motivation, unity, general rapport)
- impact on the student's learning
- your perception of the teacher intern's ability to change his/her behavior (work on the easy items first)
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You can print out a copy of the Observation Feedback Form or Data Collection Form by selecting the one you wish. When you get to the page, print it!
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Last updated on November 18, 2002
