EdLd 674 Supervision & Administration

PRE- OBSERVATION QUESTIONS:

Peer # 1

What is the process for developing daily learning targets and how are these
related to the priority standards and the course objectives? My course
objectives are based on an Inquiry Based Curriculum, which centers on various
thematic elements relating to life. How do you communicate these to students?
Besides a Syllabus outlining the course objectives etc. at the start of the year,
as the year progresses, the students are introduced to each unit with one of
the theme-based questions. I then remind the students of these intermittingly
throughout the term (also posted on the board).

Based on assessment results, provide classroom data indicating where students

are currently at in regards to academic standing within each class, example:
What is your current letter grade spread? (How many As, Bs etc) My current
spread ranges between B- And Amajority of students are at a B+ in American
Lit. & an A- in AP English.

Provide information on students that are receiving NCs (failing grades) such as
attendance, behaviors, work refusal etc I have none.

How often do you share the data with your PLC? How are you using the data to
inform your instruction?

How do you check for understanding? I consistently am asking for

understanding (Does this make sense?Are we on the same track?) as well as
quiz often for understanding& retention. How will you use information to plan
tomorrows instruction? If the kids are not getting it or we need to slow down
& go into more depth regarding a subject area, then we do that & I adjust my
lesson plans.

What pre-assessments, if any do you use? If you use a pre-assessment explain

the data and how did it change your curriculum planning? Sometimes Ill
introduce a unit by asking the students what they know about the subject we
will be learning aboutif they are clueless, Ill ask them to do some in-class
research.

What type of feedback are you providing to your students about progress in
your class? (ex: Parent Portal, goals etc...) Power School of courseI give them
lots of feedback on each writing they submit.

What instructional strategies will you use to help students prepare? Example:
what are the AVID and or Exit strategies you use, re-teaching etc..? I teach
them the Writing process and analytical strategies (both prepare them for
essays, paragraphs, tests etc.)

What differentiation strategies do you use to meet individual student needs

based on assessment data?
I test them orally, as well as in a written manner. The students will be also
tested via matching terms, fill-in-the-blanks, essay format, multiple-choice,
quote identification etc.

How are you building relationships to engage students in learning?

I use Stephen Coveys method regarding relationshipsits called the Emotional
Bank Account. Its based on initially making enough deposits into the
students emotional bank accounts, that one can take an occasional
withdrawl. Also, I try to show enthusiasm for what Im teaching & always
relate the subject matter to their own lives using various analogies they can
relate to in todays world.
Peer #2
What is the process for developing daily learning targets and how are these
related to the priority standards and the course objectives? How do you
communicate these to students?
Learning new material in Spanish is already hard for the majority of the
students. I usually present the new material then I give examples and then we
practice together. Students will practice by themselves later. Finally I assign
homework related to the new topic.

Based on assessment results, provide classroom data indicating where students

are currently at in regards to academic standing within each class, example:
What is your current letter grade spread? (How many As, Bs etc)
Provide information on students that are receiving NCs (failing grades) such as
attendance, behaviors, work refusal etc

At this point I dont have anybody academically failing. I have two students that
are in trouble due to their bad behaviors. These students will face the
consequences that our handbook states.
How often do you share the data with your PLC? How are you using the data to
inform your instruction?

How do you check for understanding? How will you use information to plan
tomorrows instruction?
My practice is: If half of the class did the homework wrong. I go over the
material for at least two more days.

What pre-assessments, if any do you use? If you use a pre-assessment explain

the data and how did it change your curriculum planning?
I usually have a review before an assessment. I check for complete
understanding of the topic. If few students are not getting the information, I
provide extra help for those who need it.

What type of feedback are you providing to your students about progress in
your class? (ex: Parent Portal, goals etc...)
Everything is posted on our online grading system, but I write comments, notes
and correction on their assignments. we Also have midterm grades and
comments for the parents every term.

What instructional strategies will you use to help students prepare? Example:
what are the AVID and or Exit strategies you use, re-teaching etc..?
I give them links where they can find extra resources. I also give one-on-one
extra help.

What differentiation strategies do you use to meet individual student needs

based on assessment data?
I used videos, songs, books and audios besides their books and. At time I use
the smart board.

How are you building relationships to engage students in learning?

Sometimes I assign students to write compositions. Then they try to correct
their peers and finally they read it to the class. This way, students are engaged
and at the same time they are learning from each other and using all modes of
communication.

Peer # 3

What is the process for developing daily learning targets and how are these
related to the priority standards and the course objectives? How do you
communicate these to students?
As I prepare my lesson plans, I always decide my goals and objectives in
advanced. Typically, I want to make them measureable. I often use an exit
ticket strategy to ensure students understand the concepts. As I start my
lesson/activity I share these goals with the students so they also know how to
ensure their success.

Based on assessment results, provide classroom data indicating where students

are currently at in regards to academic standing within each class, example:
What is your current letter grade spread? (How many As, Bs etc)
Most my students fall in the A B range (only a couple of Cs). Mathematics is a
building discipline and students need to understand the progression to ensure
there are no holes the come to haunt them later. After a major assessment, I
have the students go through a reflection process. Every problem they missed,
they must reflect on where the problem was. If a student wants to make up a
test, they are welcome to do this, with 80% being the highest grade awarded.
Students typically enjoy this option and as a teacher, I find the students become
stronger in mathematics.

Provide information on students that are receiving NCs (failing grades) such as
attendance, behaviors, work refusal etc
How often do you share the data with your PLC? How are you using the data to
inform your instruction?

How do you check for understanding? How will you use information to plan
tomorrows instruction?
Students are a major part of my class discussions. Students come to the board
to share ideas, we have peers working together and I am hopeful everyone is
comfortable asking me when they dont understand. I give many quizzes to
ensure students are up to standard and often this information drives me lesson
the following day.

What pre-assessments, if any do you use? If you use a pre-assessment explain

the data and how did it change your curriculum planning?
What type of feedback are you providing to your students about progress in
your class? (ex: Parent Portal, goals etc...)
What instructional strategies will you use to help students prepare? Example:
what are the AVID and or Exit strategies you use, re-teaching etc..?

What differentiation strategies do you use to meet individual student needs

based on assessment data?
Confidence is the number one problem I see with students working in
mathematics. I often determine where a student is and give them assistance as
fit. If a student is strong, I do not see the need to make them practice tons of
low level problems as it is a waste of their time and is looked upon as busy
work. If a student has gaps, I try to find extra practice to ensure their
mathematics training is fluid. I am very careful to not blame the student for
this, telling them their previous teacher may have used a different order, or
perhaps the student was gone during that lesson. The big point is they dont
know the concept, dont feel bad about it, lets figure it out!

How are you building relationships to engage students in learning?

This is pretty easy. If you are genuinely interested in the students, they will
genuinely be interested in what you have to say. They know the teachers who
like what they do.

Peer # 4

What is the process for developing daily learning targets and how are these related to the priority
standards and the course objectives? For each lesson I present the students with general
objectives and material they must learned. I used our school system: Moodle to communicate
with the students. Each new unit and chapter is posted on Moodle for them to see and explore
ahead of time.
Based on assessment results, provide classroom data indicating where students are currently at
in regards to academic standing within each class, example: What is your current letter grade
spread? (How many As, Bs etc
All my students are expected to achieve high and are expected to do only but the best. All of my
students are hard workers so their grades are optimal.

3
4

Provide information on students that are receiving NCs (failing grades) such as attendance,
behaviors, work refusal etc None of my students fall under this category, if they do they will then
be placed in an academic improvement plan.
How often do you share the data with your PLC. How are you using the data to inform your
instruction?
N/A

How do you check for understanding?. How will you use information to plan tomorrows
instruction? Basic conversations and observations, quizzes and exams.

What pre-assessments, if any do you use? If you use a pre-assessment explain the data and how
did it change your curriculum planning? What type of feedback are you providing to your
students about progress in your class? (ex: Parent Portal, goals etc...) What instructional
strategies will you use to help students prepare? Example: what are the AVID and or Exit
strategies you use, re-teaching etc..?
Since I teach language, I based my teaching on previous material mastered.

What differentiation strategies do you use to meet individual student needs based on
assessment data?
I really do not use any specific strategies since all my activities are designed to reach all different
kind of learners.
How are you building relationships to engage students in learning? I just make sure that I am
available for them for extra help. I am not here to be their friend, but I make sure they know I
care for them. They know they can seek help from me any time.

MY OBSERVATIONS & INSIGHTS:

Teachers appreciate any type of pre-observation activity. It can consist on

questions, a basic pre-observation to be completed, or an informal interview. I
believe that making an effort to connect to the teachers prior to an observation
and using this type of questions set the perfect stage for a successful
evaluation process.
Having these types of teachers pre-observation techniques in their own
classroom is helpful to get a better understanding of their performance.
The process of interviewing my peers was helpful since it gave me the
opportunity to think about what kind of approach I need to develop when I
eventually do have to conduct a real observation. I purposely chose co-workers
that do not work directly with me. I chose teachers that are from different
departments and different levels of experience. It was helpful to learn about
their different reactions and perspectives.
Some teachers gave vague responses. This gave the impression that they were
either insecure about their performance in this area. Some were honest to say
that the question was a wake up call to start doing what they knew it was the
appropriate thing to do.
One of my peers was passionate about giving valuable information to assure the
administration she had everything under control. This gave me the confidence
even before the observation that this teacher had a distinguished level of
performance. She even identify specific tools and researched approaches she
uses for building relationships to engage students in learning.
Depending on the content, you could tell about their personality and their type
of thinking process. Their teaching style and methods came to light through
some of these questions.
I was impressed by how much confidence in their teaching and the work they
are currently doing. For example, one of my peers answer: This is pretty
easy. If you are genuinely interested in the students, they will genuinely be
interested in what you have to say. They know the teachers who like what they
do. This was a powerful statement. Statements like this one made me want
to really go observe what this teacher is doing. It serves as a defying invitation.
She might be trying to deceive me from visiting or hopefully come and see what
I am doing because is great, great teaching!
There is tremendous value for both the administrator and the teacher in taking
the time to implement the practice of pre-observation conversations or
interview types of activities. It gives both parties the chance to prepare,
analyze and understanding the importance of the teaching performance in
general. It is also as important to follow up with feedback and support. The
observation process must include pre, during and post elements. I will certainly
be an active administrator to ensure this processes are observed in a positive
enriching manner.
These initiatives also show your interest as an administrator concerning what
happens in the constraints of each individual teachers classroom. It shows
them you care!