R Lozar EL5623 Developing Teachers Mod 3
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American College of Education *
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Feb 20, 2024
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Uploaded by PresidentWaterAnteater31
Evaluation Calibration
Roxann Lozar
American College for Educators
EL5623: Developing Teachers
Dr. Bryce Solberg
December 3, 2023
My mentor is currently serving as the Principal at Warrensville Heights High School with twelve years of experience in educational leadership. Previously, she held the position of Principal at Warrensville Heights Elementary School for three years and worked as an elementary school teacher for a decade. Her background spans various educational levels, and she has a solid understanding of the Ohio Teacher Evaluation System (OTES). Her practical experience involves observing teachers and providing constructive feedback, emphasizing her commitment to professional development, and improving educational practices making her a valuable mentor within the educational community.
In the result of the classroom observations, Observer 1 (myself) and Observer 2 (mentor) engaged in extensive professional conversations to align our perspectives and findings. We began by discussing the strengths identified in each lesson, such as the balanced instructional approach in the Kindergarten Math Lesson, the clear communication of learning objectives in the 3rd Grade Main Idea Lesson, and the effective engagement strategies in the 4th Grade Math Lesson. However, disparities emerged when considering areas for improvement. For instance, in the Kindergarten Math Lesson, I emphasized the importance of encouraging students to use mathematical language and increasing higher-level questioning, while Observer 2 provided evidence supporting the teacher's consistent communication of learning goals.
To reconcile these differences, we revisited specific moments in each lesson, carefully examining video clips and student interactions. In the case of the Kindergarten Math Lesson, we examined instances where mathematical language integration and higher-level questioning could be optimized without compromising the teacher's effective communication of learning goals. Through this process, compromises were reached, and we crafted performance goals that encompassed both perspectives, ensuring a holistic approach to teacher development. Our discussions were not only about finding common ground but also about creating a common lens within each observation. This collaborative
dialogue facilitated a consensus on the feedback that would be shared with the teacher, enriching the feedback with a diverse range of insights and suggestions for professional growth.
Kindergarten Math Lesson Teacher Feedback
Strengths:
The observation consistently highlights a balanced instructional approach that integrates both teacher-directed and student-directed learning. This stability ensures that students have opportunities to engage actively in the learning process while benefiting from teacher guidance.
The teacher consistently and effectively communicated the learning goals and expectations. The use of developmentally appropriate language and content-specific strategies contributes to a positive learning environment. Additionally, the teacher's adeptness in providing substantive, specific, and timely feedback is recognized as a strength.
Performance Goals:
Encourage students to utilize more mathematical language in their responses. Strengthening the integration of such language can deepen students' understanding of mathematical concepts and enhance their ability to articulate ideas clearly.
Increase the frequency of higher-level questioning during lessons. This goal aligns with fostering critical thinking skills among students and promoting a more intellectually stimulating classroom environment (M. Joseph et al., 2019).
3
rd
Grade Main Idea Lesson Teacher Feedback
Strengths:
Clear communication of learning objectives, emphasizing understanding, and defending supporting details.
Effective use of visual thinking strategies, such as thumbs up for understanding and main idea web, actively engaging students.
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Performance Goals:
Implement more targeted follow-up questions or examples to address individual student confusion or misconceptions, ensuring a comprehensive grasp of the main idea and supporting details. Correcting preconceptions and misconceptions can move teachers and students closer to the “expert” level of understanding (Lodge et al., 2018).
Encourage higher-level thinking through the incorporation of thought-provoking questions, fostering independent learning experiences and deeper critical thinking among students. When students are challenged with higher-order questions, they draw from their own experience to formulate their answers, and their understanding becomes personalized (Ferlazzo, 2021).
4
th
Grade Math Lesson Teacher Feedback
Strengths:
The teacher skillfully employs various engagement techniques, such as call-and-response and private think time, fostering an environment where students actively participate and collaborate in groups.
The establishment of routines like talking chips and table captains contributes to a positive classroom culture, promoting collaboration, responsibility, and respectful interactions among students.
Performance Goals:
Provide more detailed and specific feedback on student responses, elaborating on why certain choices are effective in solving mathematical problems. This can deepen students' understanding
and guide them toward a deeper grasp of the concepts (Adarkwah, 2021).
Formulate and communicate a clear learning objective or goal for the lesson explicitly. This will give students a focused understanding of what is expected, contributing to a more structured and purposeful learning experience (Kentucky Department of Education, 2023).
References
Adarkwah, M. A. (2021). The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature. SN Social Sciences
, 1
(3). https://doi.org/10.1007/s43545-021-
00086-w
Ferlazzo, L. (2021, May 3). Eight Instructional Strategies for Promoting Critical Thinking (Opinion). Education Week
. https://www.edweek.org/teaching-learning/opinion-eight-instructional-
strategies-for-promoting-critical-thinking/2021/03
Joseph, M., Joseph, M., & Joseph, M. (2019, November 19). Strategies to Increase Critical Thinking Skills in students
. Teach Better - Created by Teachers. Fueled by Passion. https://teachbetter.com/blog/strategies-to-increase-critical-thinking-skills-in-students/
Kentucky Department of Education. (2023, November). EBIP 2 Clarifying and Sharing Clear Learning Goals
. https://www.education.ky.gov/curriculum/standards/kyacadstand/Documents/
EBIP_2_Clarifying_and_Sharing_Clear_Learning_Goals.pdf
Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding Difficulties and resulting Confusion in Learning: An Integrative review. Frontiers in Education
, 3
. https://doi.org/10.3389/feduc.2018.00049