Presentation/Assigment

2

Teacher Post Observation Conference:

Course number: EDSN 682

EDSN 682 Module 8)

TEACHER POST OBSERVATION CONFERENCE

Cooperating Teacher's comment:

Miss. Valentina’s lesson was suitably paced, with time needed for students to engage intellectually. The group activities in the class aligned with the goals of the lesson. Students participated throughout the lesson, and their enthusiasm was evident.

My Respond:

I used Danielson's domain of instruction, component 3c, Engaging students in learning. I had planned before how to align group activities with the plan. I incorporated group activities to try and engage all students in the lesson. This is an ideal area for me to focus on instruction.

Cooperating Teacher's comment:

Miss. Valentina’s gave constructive feedback to her students, her use of groups allowed for active student engagement, and she provided intensive instruction.

My Respond:

My choice of engaging students in learning was supported by evidence from Danielson’s HLP 8, 18, and 20, which prompted me to use those strategies.

Cooperating Teacher's comment:

Mis. Valentina’s lesson comprised strategies for engaging students in learning. There are some instances; however, in the group discussions, I noticed some students chit-chatting, and Miss.Valentina’s did not notice because she was monitoring another group. In the future, she needs to consider selecting a group representative to help ensure group activities go as planned.

My Respond:

I will gladly consider the suggestion and other actionable next steps to improve student engagement in learning, such as: asking open-ended questions, which will help students be more diligent in their reading and homework since these questions require a deep analysis; encouraging students to take up more active roles, which will help them grasp the content taught; incorporate student discussion time into activities which will help students explain to the others their reasoning promoting metacognition; and giving students the power to choose an engagement activity which will, in turn, help them be responsible for sitting up, taking notice, and making intentional decisions about which direction their education will take (Alsowayegh et al., 2019). These will impact student achievement.

Cooperating Teacher's comment:

Miss. Valentina’s showed a focus on Engaging students in learning. This will aid in supporting other Evaluation instrument areas.

My Respond:

I did focus on Student Engagement in learning. This will support other Evaluation instrument areas because there is evidence of my commitment to engaging students in learning. Also, it will support other Evaluation instrument areas because there is evidence in my intensive instruction (Hinze, 2020).

Cooperating Teacher's Comment:

Overall Miss. Valentina’s lesson was great. She is a teacher and will therefore need to sustain performance.

My Respond:

I will include actionable steps to sustain performance. I will set specific goals and define achievable and measurable objectives before the lesson. I will develop a plan to ensure I stay organized and on track. I will monitor progress to ensure I stay on track, identify challenges and communicate them with top-level management, communicate effectively, and seek feedback.

Cooperating Teacher's Comment:

Miss. Valentina’s will need to consider actionable ways to improve performance.

My Respond:

For performance improvement, I will set realistic goals and measure progress towards them, Identify areas of improvement, develop and implement action plans, implement strategies and techniques for improving performance, practice and refine skills so I can master them, and I will engage in professional development so that I can stay up to date to the best practices.

References

Alsowayegh, N. H., Bardesi, H. J., Garba, I., & Sipra, M. A. (2019). Engaging students through blended learning activities to augment listening and speaking.  https://doi.org/10.31235/osf.io/hqcgy 

Hinze-Pifer, R. (2020). Observed teaching strategies and teacher performance measurement. Proceedings of the 2020 AERA Annual Meeting.  https://doi.org/10.3102/1585446 

https://www.youtube.com/watch?v=PtRuS6JcKzA

Module 1: Professional Pedagogical Reflection on First Clinical Experience and Call to Professional Commitment to Future Action

TCAP Components #1:Classroom Report  & # 2:Professional Review, Self-Evaluation

Review the materials in   Module 1: Learning Activities .  REVIEW THE RUBRIC! Then  consider your first teaching  experience and your reflections and goal setting from Visions of Practice from you Field and Practicum I Course ( EDSN 682 Module 11) and from Observation Feedback ( EDSN 682 Module 8) . What were you able to plan and implement in your teaching to support student learning since completing EDSN 682?

Pinpoint  two specific areas of strength (reinforcement) and two specific areas for improvement (refinement) related to your instruction and delivery skills. In other words, what do you do well, and what do you need to improve as related to your teaching? What do you want to know and be able to do from a pedagogical lens by the end of this course? (see  Touro GSE Practicum Observation Rubric Domains 1, 2, 3, 4, 5 ).

You will have opportunities to demonstrate your growth and development throughout this course. You will also have opportunities to refer to these responses and revise them as you grow throughout the semester. This professional pedagogical response will also be used in your final paper "Looking Backward/Looking Forward".

In your response,

· be thoughtful and thorough

· use  academic languageLinks to an external site.

· state your ideas clearly and provide rationale for your responses by referencing previous course work, the Module 1 readings and the following  Touro GSE CLOs :

· Professional Commitment to Action 

· Discipline Knowledge and Skills

· Equity and Access

Your response should be limited to  no more than 500 words double spaced, typed (two pages).

TCAP Components #1:Classroom Report  & # 2:Professional Review, Self-Evaluation

Grading Rubric: Professional Pedagogical Response

Grading Rubric: Professional Pedagogical Response
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeInsights into Teaching and Learning	3.4 pts Level 3 3 take-aways are written clearly, concisely, and logically. The examples from reading, prior course work and practice (experience) are relevant and support the statements. 3 pts Level 2 2 take-aways are written clearly, concisely, and logically. The examples from reading, prior course work and practice (experience) are relevant and support the statements. 2.6 pts Level 1 1 take-aways are written clearly, concisely, and logically. The examples from reading, prior course work and practice (experience) are relevant and support the statements.	3.4 pts
This criterion is linked to a Learning OutcomeGoals for future practice (glow)	3.4 pts Level 3 The 2 goals for the future practice (experience) are included. The 2 new areas for learning about teaching and student learning are identified. Using academic language or the language of the discipline clearly state your knowledge and understanding and provide rationale about your responses. 3 pts Level 2 The 2 goals for the future practice (experience) are included. The 2 new areas for learning about teaching and student learning are identified. Academic language and/or the language of the discipline and/or rationale about your responses is missing. 2.6 pts Level 1 The 1 goal for the future practice (experience) is included. The 1 new area for learning about teaching and student learning is identified. Academic language and/or the language of the discipline and/or rationale about your responses is missing.	3.4 pts
This criterion is linked to a Learning OutcomeReflexive Praxis RP1: Are aware of and reflect on their practice in light of educational research, professional ethics and resources available for professional learning EA RP1. Examine and are aware of how one’s biases, privilege, identity, and socio-cultural experiences influence teaching and learning	3.4 pts Level 3 Reflections demonstrate the examination of one’s biases, social cultural experience, or privileges to improve teaching and learning. 3 pts Level 2 Reflections demonstrate the examination of one’s biases, social cultural experience, or privileges regarding teaching and learning. 2.6 pts Level 1 Reflections demonstrate the examination of one’s biases, regarding teaching and learning.	3.4 pts
This criterion is linked to a Learning OutcomeProfessional Commitment to Action EA PCA1. Integrate theory and practice as related to diversity and global perspectives EA PCA3. Advocate for educational equity and justice through research, policy, and practice	3.4 pts Level 3 1. Candidate demonstrates application of attitudes, knowledge, skills, and professional ethics that contribute to the academic success of students and their well- being (e.g., belonging, inclusive classroom and school cultures). 2. Candidate advocates for educational equity or social justice through research, policy, or practice. 3 pts Level 2 Candidate demonstrates application of attitudes, knowledge, skills, or professional ethics that contribute to the academic success of students. 2.6 pts Level 1 Candidate demonstrates application of attitudes, knowledge, skills, or professional ethics that contribute to the academic success of students.	3.4 pts
This criterion is linked to a Learning OutcomeData Literacy and Research EA DLR3. Knowledgeable of ethical, moral, and culturally responsive research methods and practices	3.4 pts Level 3 Candidate demonstrates understanding of ethical research methods and culturally responsive and ethical use of research and data. 3 pts Level 2 Candidate demonstrates understanding of ethical and culturally responsive use of data or research. 2.6 pts Level 1 Candidate demonstrates understanding of ethical or culturally responsive use of data or research	3.4 pts
Total Points: 17

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