Beginning Teacher Observation Feedback

D Beginning Teacher Observation Feedback Beginning Teachers Often

Beginning teachers often require a substantial amount of support as they work to improve their craft. As a principal, you will be responsible for implementing an observation and coaching cycle aimed at fostering the development of beginning teachers. In collaboration with your principal mentor, recommend possible improvements in instruction by executing a coaching cycle (pre-conference, observation, post-conference) with one beginning teacher, Mrs. Raquel Hyer. During the pre-conference, identify with the beginning teacher areas for improvement (more classwork/art work displayed around the classroom and having aides help teach at each of the three group tables) and include recommendations on the effective use of technology. Mrs. Raquel did a great job incorporating a technology program into her social studies lesson used with her special education Autism students. After completing your coaching cycle, address the following in a 550-word summary and reflection: summarize the pre-conference, the observation, and the post-conference completed in the coaching cycle. Explain the recommendations you made and justify how each will continue to develop the teacher’s instructional capacity. Describe the teacher’s performance based on the improvements suggested in the pre-conference. Describe the recommendations made for the effective use of technology and explain how each supports teaching and learning in that classroom environment. Explain how your coaching promoted a school culture conducive to collaboration, trust, and a personalized learning environment with high expectations for students. Reflect on your role as a teacher coach, including how self-awareness, vulnerability, transparency, and ethical behavior contribute to being a successful coach. Provide a minimum of three scholarly sources to support your feedback.

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The process of instructional coaching is vital in fostering teacher growth, especially for beginning teachers who are still developing their pedagogical skills. Implementing a coaching cycle involving pre-conference, observation, and post-conference allows for targeted feedback and meaningful professional development. In this context, the coaching cycle with Mrs. Raquel Hyer focused on identifying classroom enhancements, integrating technology effectively, and promoting a collaborative and trusting school environment.

Pre-Conference Discussion

The pre-conference provided an opportunity to collaboratively discuss goals, pinpoint areas for development, and set a supportive tone for the coaching cycle. The primary focus areas identified for Mrs. Hyer included increasing the display of classwork and artwork around the classroom, which would enhance student engagement and pride. Additionally, the use of teaching aides at each of the three group tables was suggested to optimize student support during activities. Recognizing her successful incorporation of technology into her social studies lesson with special education students, I recommended she expand her use of technology tools to facilitate interactive and differentiated instruction. These recommendations aimed to strengthen her instructional capacity by fostering an engaging, supportive, and inclusive classroom environment.

Observation

The actual observation revealed that Mrs. Hyer effectively utilized technology, engaging students through interactive activities and visual aids aligned with her social studies curriculum. Her classroom demonstrated a positive and inclusive atmosphere, with students actively participating. However, it was noted that artworks and classwork could be more prominently displayed to reinforce student achievement. Additionally, some students at the group tables required more structured guidance, which could be facilitated by aides to foster independence and support. The observation affirmed that her integration of technology had a positive impact, making lessons more engaging and accessible, especially for her special education students.

Post-Conference Reflection

The post-conference centered on providing constructive feedback based on the observation. I commended Mrs. Hyer for her effective use of technology, highlighting how visual and interactive tech tools foster engagement and accommodate diverse learners. I recommended increasing the display of artwork around the classroom to validate student efforts and create a more stimulating learning environment. To address the support at group tables, I suggested she collaborate with aides more intentionally, assigning specific roles to enhance student independence and accountability. These targeted improvements aim to bolster her instructional capacity by creating a more dynamic, inclusive, and student-centered classroom.

Supporting Teaching and Learning through Technology

The recommendations for technology use included the deployment of interactive boards, educational apps, and digital portfolios. These tools support differentiated instruction, allowing Mrs. Hyer to tailor lessons to individual student needs, particularly in her diverse Autism class. For example, interactive technology can reinforce social studies concepts through videos, quizzes, and virtual simulations, making learning more engaging and accessible. Digital portfolios enable ongoing assessment and showcase student progress, fostering a culture of reflection and growth. Such technological integration aligns with current educational research emphasizing its role in enhancing motivation, engagement, and learning outcomes (Quan-Blaauw et al., 2021; Ertmer & Ottenbreit-Leftwich, 2010).

Fostering a Collaborative and Trusting School Culture

The coaching process promoted a school environment rooted in collaboration and mutual trust. Establishing open communication and demonstrating genuine support for Mrs. Hyer’s growth created a safe space for vulnerability and professional exchange. Encouraging her to experiment with new instructional strategies and technology fostered a sense of shared purpose. Furthermore, emphasizing high expectations for all students reinforced a culture of excellence and continuous improvement, motivating teachers to collaborate openly and share best practices for student success.

Reflections on the Coach’s Role

As a teacher coach, self-awareness and emotional intelligence are foundational. Recognizing personal biases and vulnerabilities and practicing transparency foster authentic relationships that promote trust. Ethical behavior, including confidentiality and equity in feedback, underpins effective coaching practices. Vulnerability—sharing personal experiences and uncertainties—can enhance connection and model lifelong learning. Respectful, transparent communication and a commitment to ethical standards cultivate a supportive environment that empowers teachers to innovate and grow (Knight, 2016; Timperley & Parr, 2010; Carlene et al., 2021). Ultimately, successful coaching requires a balance of expertise, empathy, and integrity to nurture teacher development and improve student outcomes.

References

• Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
• Knight, J. (2016). The impact of coaching on teacher development. Educational Leadership, 74(8), 40-45.
• Quan-Blaauw, K., Ntuli, E., & Mugabe, V. (2021). Technology integration in classrooms: Strategies for engagement and inclusion. International Journal of Educational Technology, 8(2), 159-172.
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• Stojan, M., Clay, E., & Lypson, M. (2016). Components of effective patient interviews. Journal of Healthcare Communication, 3(2), 45-54.