Clinical Supervision Template

Observation #:

Date: May 7, 2023

Observer:

First Name of Teacher Observed: Emily

Subject: Mathematics

Grade Level: &

#1 Context for Observation

The observation occurred during a mathematics class where the students learned about geometric shapes and their properties. The lesson's learning objective was for students to identify and classify various types of triangles based on their angles and sides. The teacher, Emily Johnson, planned to use a combination of direct instruction, group work, and hands-on activities to engage students in the learning process.

#2 Pre-Conference

2a. Focus of pre-conference

Which criteria may be evident during the observation?

How can the instructional framework be used to support this teacher?

Focus: The focus of the pre-conference discussion was to support Emily in implementing effective questioning strategies to promote critical thinking and a deeper understanding of the triangle classification concepts.

Criterion: During the observation, the criteria that may be evident include the teacher's ability to facilitate student engagement, promote higher-order thinking skills, and effectively assess student understanding.

The school's instructional framework emphasizes using research-based instructional strategies, formative assessment, and differentiation. By utilizing the instructional framework, Emily can receive guidance and support in designing effective lessons, implementing best practices, and meeting the diverse needs of her students.

Standard

The relevant StandardStandard is aligned with the Common Core State Standards for Mathematics, specifically the domain of Geometry (CCSS.MATH. CONTENT.7. G. A).

Learning Target

The learning target for the lesson is for students to classify triangles as equilateral, isosceles, scalene, acute, obtuse, or right based on their angle measures and side lengths.

Students' work samples that show current skill level and teacher explanation of progress to be made towards the target.

During the observation, I will collect samples of student work, such as completed triangle classification worksheets and note the teacher's explanations or feedback provided to students regarding their progress towards meeting the learning target.

Evidence that will show if students met the learning target.

The evidence that will indicate if students met the learning target includes the accuracy of their triangle classifications, their ability to justify their reasoning using appropriate mathematical language, and their level of participation in class discussions and activities.

2b. Supervisory Behaviors during pre-conference (Indicate the number of times used)

Listening

Clarifying

Encouraging

Reflecting

Presenting

2

1

1

2

1

Problem-Solving

Negotiating

Directing

Standardizing

Reinforcing

2

4

3

5

2

2c. Insights from Pre-conference

During the pre-conference, Emily demonstrated a strong understanding of the content and the importance of questioning techniques to promote critical thinking. She wanted to improve her questioning strategies to foster deeper student engagement and enhance their understanding of triangle classification. Emily was receptive to feedback and open to new approaches to improve her instructional practices.

#3 Environment for Observation

3a. Tools selected for use during the observation

(attach observation tool)

Qualitative

Quantitative

Written notes, audio recording

Statistics recording the number of times used with specific tools of observation

3b. Evidence of students learning (or not learning):

Student work shows evidence of understanding, not just recall. Evidence?

Students were given triangle cutouts and asked to classify them based on angle measures and side lengths.

Students actively engaged in group discussions, justifying their reasoning and debating the classifications.

Student work samples showed accurate classifications and the use of appropriate mathematical language to support their decisions.

Students are engaged in activities to develop understanding and create personal meaning through reflection. Evidence?

The positive and inclusive learning environment accommodated diverse learners through differentiated tasks and group work. Emily used various questioning strategies to stimulate critical thinking and promote active participation. High expectations were set, and a safe atmosphere for sharing ideas was provided. The classroom was well-organized, with accessible materials and a supportive physical arrangement.

Students apply knowledge in real-world contexts. Evidence?

During the observation, it was evident that the lesson aligned with the Standard Standard and supported state goals for mathematics education.

Students are engaged in active participation, exploration, and research. Evidence?

Students were actively engaged in the learning process, demonstrating their understanding of triangle classification through accurate classifications, thoughtful justifications, and meaningful discussions.

Teachers utilize the diverse experiences of students to build effective learning experiences. Evidence?

Emily effectively utilized questioning techniques to promote critical thinking and encouraged students to apply their knowledge in real-world contexts.

Assessment tasks allow students to exhibit higher-order thinking. Evidence?

During the observation, Emily provided assessment tasks that required students to demonstrate higher-order thinking skills. For example, she asked students to classify triangles based on their angle measures and side lengths and justify their classifications using mathematical evidence and logical reasoning.

Students are presented with a challenging curriculum designed to develop depth of understanding. Evidence?

Throughout the observation, it was evident that Emily presented students with a challenging curriculum that aimed to develop a deep understanding of triangle classification. The tasks and questions she provided required students to go beyond surface-level knowledge and engage in critical thinking and problem-solving.

3c. Describe the learning environment of the classroom

Were diverse learners accommodated? Evidence:

Emily showed awareness and responsiveness to diverse student needs. She used differentiated tasks and strategies for different skill levels and learning styles. Support was given to struggling students, while extension activities were provided to those who grasped concepts quickly. Student engagement indicated successful accommodation of diverse learners.

Students worked independently or collaboratively? Evidence:

The teacher facilitated independent and collaborative work. Students solved tasks individually and engaged in group discussions, peer feedback, and partner work. They demonstrated productive collaboration, sharing ideas, and supporting each other's learning. Different modes of engagement and interaction confirmed independent and collaborative student work.

The classroom was positive, "warm," safe, and conducive to learning. Evidence:

The observed classroom had a positive and inclusive atmosphere. Students felt comfortable, engaged, and eager to participate. Emily fostered respect, support, and acceptance, creating a safe space for sharing ideas and taking risks. Evidence included active participation, idea contributions, and a positive demeanor, indicating a conducive learning environment.

The teacher used a variety of questioning strategies.

Evidence

Emily used diverse questioning strategies. Closed-ended questions checked understanding and verified knowledge, while open-ended questions prompted critical thinking, reasoning, and connections. Students' responses and engagement in discussions demonstrated the varied questioning approaches.

Did the teacher's teacher expect high performance from all students? Evidence:

The teacher had high expectations for all students, providing challenging tasks and pushing for accuracy, precision, and logical reasoning. Feedback prompted deep thinking and encouraged revision and improvement. Evidence included active engagement, efforts to meet expectations, and commitment to high-quality results.

3d. Insights from Observation

Did the lesson align with the StandardStandard and support state goals (skills, knowledge, thinking, and applications)? Yes/No, Comments?

The lesson aligned with the Standard and state goals. Triangle classification and geometric reasoning were effectively addressed. Emily developed an understanding of triangle characteristics, including angle measures and side lengths, and focused on variety. Real-world applications were incorporated, making the concept practical and relevant.

#4 Analysis of Data and Preparing for Post Conference: (must have data to support conference)

Data Analysis and Plan for Post Conference

4a. Type of Conference

Directive

Directive Informational

Collaborative

Nondirective

collaborative

4b. "Pluses"

Students actively engaged in the lesson and clearly understood triangle classification.

Emily effectively used questioning techniques to promote critical thinking and foster student participation.

The inclusive and supportive learning environment accommodates diverse learners through differentiation and group work.

4b. "Areas of Focus."

Opportunities to further extend students' understanding of triangle properties beyond classification.

Encouraging students to justify their reasoning using mathematical evidence and connections.

4c. Plan for Post Conference

What are possible entry questions to a growth conversation?

How do you feel the lesson went in terms of achieving the learning target?

What aspects of the lesson were particularly effective in promoting student engagement and understanding?

Are there areas where you could have used different questioning strategies to deepen students' critical thinking?

#5 Post Conference

5a. Focus

The post-conference will focus on discussing the achievement of the learning target and further exploring ways to extend students' understanding of triangle properties.

Was the target met? What evidence was there of student learning?

Yes, the target was met. The evidence of student learning includes accurate triangle classifications, appropriate mathematical language, and active participation in discussions and activities.

5b. Supervisory Behaviors used during Post Conference

Listening

Clarifying

Encouraging

Reflecting

Presenting

3

2

1

2

1

Problem-Solving

Negotiating

Directing

Standardizing

Reinforcing

2

4

3

2

2

5c. Highlights of Post Conference

During the post-conference, we discussed the achievement of the learning target and celebrated the students' active engagement and understanding. We also explored additional opportunities to deepen students' knowledge of triangle properties and brainstormed strategies for incorporating more real-world applications and problem-solving tasks.

5d. Follow-up Plan (next steps)

Provide additional resources and examples for extending students' understanding of triangle properties.

Support Emily in incorporating more open-ended and real-world tasks into future lessons.

Schedule a follow-up observation to monitor progress and provide ongoing support.

Additional resources the teacher will access:

Online resources and lesson plans for teaching triangle properties and classification.

Professional development workshops or webinars on questioning strategies and promoting critical thinking in mathematics.

#6 Reflection

6a. What did you learn? Reference the intent of TPEP, the essential beliefs that drive the process, relationships, and roles, critically important elements of the process

During this observation and post-conference, I learned the importance of effective questioning techniques in promoting critical thinking and student engagement. I also gained insights into the value of creating an inclusive and supportive learning environment where students feel comfortable sharing their ideas and reasoning.

6b. What will you do differently in the future?

In the future, I will continue to support teachers in enhancing their questioning strategies to foster critical thinking and deeper understanding among students. I will emphasize the importance of open-ended questions encouraging students to explain their reasoning and justify their answers. I will also encourage teachers to provide opportunities for students to apply their knowledge in real-world contexts and engage in collaborative problem-solving tasks.

6c. How did the instructional framework support growth conversations?

The instructional framework guided the observation and post-conference process, facilitating focused discussions on criteria and standards. It structured conversations on strengths and areas for growth, providing targeted feedback and support. Alignment with district goals ensured relevance to teachers' development and student outcomes.

Discuss the rater agreement between you and your mentor principal.

I maintained regular communication with my mentor principal throughout the observation and post-conference process. We discussed the observation focus, shared insights, and collaborated on identifying areas for growth and support. Our conversations were characterized by agreement on the observed strengths and areas for improvement, allowing for a cohesive approach to providing feedback and support to the teacher.

Discuss the self-assessment of this teacher

During the post-conference, Emily engaged in self-reflection and self-assessing her instructional practices. She acknowledged her strengths in promoting student engagement and understanding and recognized areas where she could further develop her questioning strategies.

Discuss the goal setting of this teacher

Her self-assessment aligned with the observations made during the lesson and provided a solid foundation for collaborative goal-setting and next steps.

List types of artifacts/evidence used in this teacher’s evaluation

· Written notes and audio recordings from the observation.

· Student work samples show accurate triangle classifications and justifications.

· Documentation of the teacher's explanations and feedback provided to students during the lesson.

· Notes from the pre-conference and post-conference discussions.

Reflect on the final evaluation conference with this teacher.

The final evaluation conference with Emily will involve a comprehensive review of her growth and progress throughout the evaluation period. We will reflect on the observed lesson, the feedback and support provided, and the impact on student learning outcomes. The conference will serve as an opportunity to celebrate achievements, address any remaining areas for growth, and discuss future professional development goals.