Clinical E Elective Teachers Formal Teacher Observation

530 Clinical E Elective Teachers Formal Teacher Observationelective

Review your teacher evaluation with your principal mentor for feedback and discuss how the evaluation process differed for the elective teacher compared to general, special education, and beginning teachers. (Music teacher teaches the same lesson all day to grades 1-3, and Small Group Special Ed students.) Summarize your experiences and the mentor feedback in a 250-word reflection. Incorporate PSEL Standard 6 into your reflection and describe how you will apply what you have learned to your future professional practice. APA Professional Standards for Educational Leaders National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders, 2015. Reston, VA: Author.

Paper For Above instruction

The process of observing and evaluating an elective teacher such as Jenny Eldredge, a music teacher responsible for instructing grades 1-3 and small group special education students, provided a unique perspective on leadership, professional evaluation, and teacher development. Conducting the formal observation with fidelity according to the school's evaluation tool demanded careful planning, unbiased assessment, and constructive feedback, especially given my limited familiarity with the content area. This experience highlighted the importance of developing a comprehensive understanding of diverse teaching practices and content areas, which ultimately fosters a more equitable and supportive professional environment in alignment with PSEL Standard 6.

During the pre-conference, I focused on establishing clear expectations and understanding Jenny’s instructional goals. Observing her lessons revealed consistency across grade levels, highlighting her ability to adapt universal teaching strategies to various student needs. Feedback centered on recognizing her strengths in classroom management and engagement, while offering constructive suggestions for integrating formative assessments to enhance learning outcomes. Discussing these observations with my principal mentor underscored the importance of fostering a collaborative culture that promotes continuous professional growth.

The evaluation process differed notably from traditional assessments of general education teachers, primarily due to subject-specific expertise and the specialized audience served by elective teachers. Unlike core teachers, elective teachers often operate within focused instructional domains, demanding tailored feedback that respects their content knowledge and pedagogical approaches. My mentor emphasized that effective teacher evaluation should not only assess instructional effectiveness but also support professional development aligned with the teacher’s specific context.

In reflecting on this experience, I recognize the significance of cultivating a professional community that encourages mutual accountability and ongoing learning, as advocated by PSEL Standard 6. I plan to apply these insights by fostering open dialogues and providing targeted professional learning opportunities for teachers in my future leadership practice. This approach will enable me to support teachers' growth intentionally, ultimately fostering a positive school culture centered on continuous improvement and shared responsibility for student success.

References

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