Better teachers, the union way - latimes.com
A great way to help teachers move from good to great! Evolving takes support and time not punitive measures. Accountability yes, but only based on student standardized test scores, NO!
11/9/09
Supervisory Post Conference Reflection
During the post conference I felt a bit uncomfortable since it was my first time conducting a full clinical observation as an interning supervisor. I had a difficult time playing the role of supervisor. I have always enjoyed coaching in other facets, but feel as though in this environment it is more difficult since I do not feel expert enough to make professional unbiased judgments as a supervisor. However, I do think that supervision/mentoring will become easier and occur more naturally over time through increased experiences. I specifically wanted to meet in the Mr. B’s classroom since it would be on the teacher’s turf and help to establish a level of comfort for him. We sat face to face in student desks to begin our post observation discussion. Our dialogue began as I asked if he felt as though he met his lesson objectives. Mr. B responded with a yes and began to explain. We then moved onto discussing each component of his lesson, Mr. B. seemed comfortable about discussing his strengths and weaknesses, although he began to fidget in his chair as our discussion continued. I think it was more about the small chair than being emotionally uncomfortable.
The conference began easily, however, I could have been more direct and clear about the lesson observation content. I didn’t believe that my discussion started well since Mr. B. was unsure of which lesson that we were speaking of. I needed to present my observation notes to open our conversation and remind him which lesson that we were currently reviewing. When asked about his objectives, Mr. B. responded with “Which lesson are you referring to?” Once clarification was made, we could then move forward. I found myself reflecting or echoing back to Mr. B. for clarification. I have learned and practiced the skill of reflective listening and try to practice it often. I specifically spent time asking questions about his type of formative assessments and how it was used to analyze student progress. I wanted to find out just how Mr. B. uses it to motivate and push students to self evaluate. He uses ongoing observations to collect data about student progress and learning.
Mr. B. provides students with open ended activities where student creativity and individuality is fostered. He gives students the opportunity to improve upon individual understanding, skills and knowledge. I found this to be one of his biggest strengths.
Throughout the post observation conference, I felt that I provided feedback that was positive, and also made simple suggestions for simple instructional practices that Mr. B. felt as areas of weakness. He stated that he is not the most organized and tries to stay on top of providing his students with daily lesson objectives and desired outcomes, but admitted to not doing such a good job of it. I suggested using planning templates and an area designated in the classroom for the display of goals and objectives. Mr. B. also discussed the uniqueness of CASA and how curriculum design is tricky since there are repeating students and they all remain in the same classrooms. He could potentially see one student for four consecutive years. I found this to be an area for growth and discussed scaffolding the core content and learning activities. I will be giving this instructional/curriculum development challenge more consideration for areas of revision.
The conference was definitely one of a more collaborative feel on my end. I tried to encourage Mr. B. to continue his instructional strategies since they worked to motivate students to work cooperatively to produce specific musical improvisational compositions. In asking more probing type questions, I felt that Mr. B. was able to find solutions for many of his own areas of need. It was my goal to lead him to the possible strategies that he could try in order to evolve and strengthen his weaknesses. I had some ideas as to what could help and suggested them. I will support him in trying to accomplish his goals to be more organized. Some things that we are working on as an entire staff is creating a customized curriculum with student learning map templates. I hope to assist with this during the year. I felt that this conference was more collaborative in nature and it served as a reinforcing or encouraging conversation. Mr. B. seemed very satisfied with my feedback, but I want to be more specific about areas of strength and need. I also think that the conference could have been more concise. I will keep working on how I provide feedback as well as ask probing questions.
The conference began easily, however, I could have been more direct and clear about the lesson observation content. I didn’t believe that my discussion started well since Mr. B. was unsure of which lesson that we were speaking of. I needed to present my observation notes to open our conversation and remind him which lesson that we were currently reviewing. When asked about his objectives, Mr. B. responded with “Which lesson are you referring to?” Once clarification was made, we could then move forward. I found myself reflecting or echoing back to Mr. B. for clarification. I have learned and practiced the skill of reflective listening and try to practice it often. I specifically spent time asking questions about his type of formative assessments and how it was used to analyze student progress. I wanted to find out just how Mr. B. uses it to motivate and push students to self evaluate. He uses ongoing observations to collect data about student progress and learning.
Mr. B. provides students with open ended activities where student creativity and individuality is fostered. He gives students the opportunity to improve upon individual understanding, skills and knowledge. I found this to be one of his biggest strengths.
Throughout the post observation conference, I felt that I provided feedback that was positive, and also made simple suggestions for simple instructional practices that Mr. B. felt as areas of weakness. He stated that he is not the most organized and tries to stay on top of providing his students with daily lesson objectives and desired outcomes, but admitted to not doing such a good job of it. I suggested using planning templates and an area designated in the classroom for the display of goals and objectives. Mr. B. also discussed the uniqueness of CASA and how curriculum design is tricky since there are repeating students and they all remain in the same classrooms. He could potentially see one student for four consecutive years. I found this to be an area for growth and discussed scaffolding the core content and learning activities. I will be giving this instructional/curriculum development challenge more consideration for areas of revision.
The conference was definitely one of a more collaborative feel on my end. I tried to encourage Mr. B. to continue his instructional strategies since they worked to motivate students to work cooperatively to produce specific musical improvisational compositions. In asking more probing type questions, I felt that Mr. B. was able to find solutions for many of his own areas of need. It was my goal to lead him to the possible strategies that he could try in order to evolve and strengthen his weaknesses. I had some ideas as to what could help and suggested them. I will support him in trying to accomplish his goals to be more organized. Some things that we are working on as an entire staff is creating a customized curriculum with student learning map templates. I hope to assist with this during the year. I felt that this conference was more collaborative in nature and it served as a reinforcing or encouraging conversation. Mr. B. seemed very satisfied with my feedback, but I want to be more specific about areas of strength and need. I also think that the conference could have been more concise. I will keep working on how I provide feedback as well as ask probing questions.
10/3/09
Classroom Seating Arrangements
Seating arrangements within classroom environments will vary from room to room and content to content. Since my school experience is going to be different, it will be exciting to observe how flexible arrangements effect levels of student engagement, collaboration, communication, productivity, learning and achievement. The Capital Area School for the Arts is a high school Arts school that focuses primarily on the Liberal Arts. The intensive high school level classes focus primarily on Music, Art, Video Production, Dance and Theater. Each classroom is very spacious and uniquely designed for it's content area. The Art room is very spacious with good natural lighting. It is arranged with large easels and several small groups of tables for student activities. These tables are used for collaborative learning activities and the easels are for independent Art activities. The teacher's desk is set in the far right back corner of the room. It is not a focal point in the room. Students are able to move freely around the room after direct instruction takes place. All activities are student centered, but very independent in nature at this time of the year. As the school end of the year performance is developed by the students, collaboration on the production's set will begin. The room was also equipped with a teacher's computer and three student computers and a printer.
I observed a dance class where there was a large dance floor and mirrored walls. There was a smaller location for 5 small rectangular tables with chairs and a small dry erase white board for direct instruction. Again, the teacher's desk was in a back corner and obviously not an important fixture for learning. The large dance floor was where active student learning took place. Students sat comfortably on the floor while the dance teacher instructed and then became involved in dance demonstrations and skill practice. Every student was completely engaged in the learning activities planned for the day. If only every content area could be so engaging and motivating. There was a teacher's computer, but no evidence of student computers in the room.
As I moved from the Dance room to the Video Production room, I found students moving freely around the halls into their respective classes. The Video room was arranged with 27 IMACs placed around the perimeter. There was a teacher station with an LCD projection and large white screen for instruction and student presentations. Students were assigned seats since they worked on the same computer for the entire year. There room was spacious and very easy to move around. I did not see tables for collaboration, but students were allowed to move to collaborate.
and share. Every student was engaged in their learning experiences while working on technology integrated projects.
Movement in the classrooms and halls of this new building is very flexible. Since there are only 75 students in the am and another 75 in the pm, it allows for a more intimate type atmosphere. Students are very well behaved and respectful. They are there because they choose to be. They are dedicated to their passion in the Arts. The atmosphere is very positive and uplifting. Teachers are very flexible and seem to practice a wide range of instructional practices. Most classes are very student centered. Students express themselves through their work in Art, Dance, Theater, Video Production, Song, and Music. The building is filled with the sounds of authentic learning. This small urban based school is not typical in any form. It is not typical at all. For more detail about the school, visit their school here http://www.casa-arts.org/. I am so excited to be working in such a unique school system. This will be a uniquely different experience, but I believe that it will allow me to think, learn and grow outside of the box.
Since staff is very experienced in their subject areas, I feel that it is a true learning environment. I did not see much as technology integration in many of the classes. I hope to make some recommendations with my ITS background and get some of the staff excited about using some online tools as well as digital cameras, microphones and recording devices. Some of these kids can really play their instruments beautifully. I don't see the seating arrangements as any type of concern since it really is not a focal point in any of the classrooms. It will be interesting to see how the room arrangements change as time goes on.
I observed a dance class where there was a large dance floor and mirrored walls. There was a smaller location for 5 small rectangular tables with chairs and a small dry erase white board for direct instruction. Again, the teacher's desk was in a back corner and obviously not an important fixture for learning. The large dance floor was where active student learning took place. Students sat comfortably on the floor while the dance teacher instructed and then became involved in dance demonstrations and skill practice. Every student was completely engaged in the learning activities planned for the day. If only every content area could be so engaging and motivating. There was a teacher's computer, but no evidence of student computers in the room.
As I moved from the Dance room to the Video Production room, I found students moving freely around the halls into their respective classes. The Video room was arranged with 27 IMACs placed around the perimeter. There was a teacher station with an LCD projection and large white screen for instruction and student presentations. Students were assigned seats since they worked on the same computer for the entire year. There room was spacious and very easy to move around. I did not see tables for collaboration, but students were allowed to move to collaborate.
and share. Every student was engaged in their learning experiences while working on technology integrated projects.
Movement in the classrooms and halls of this new building is very flexible. Since there are only 75 students in the am and another 75 in the pm, it allows for a more intimate type atmosphere. Students are very well behaved and respectful. They are there because they choose to be. They are dedicated to their passion in the Arts. The atmosphere is very positive and uplifting. Teachers are very flexible and seem to practice a wide range of instructional practices. Most classes are very student centered. Students express themselves through their work in Art, Dance, Theater, Video Production, Song, and Music. The building is filled with the sounds of authentic learning. This small urban based school is not typical in any form. It is not typical at all. For more detail about the school, visit their school here http://www.casa-arts.org/. I am so excited to be working in such a unique school system. This will be a uniquely different experience, but I believe that it will allow me to think, learn and grow outside of the box.
Since staff is very experienced in their subject areas, I feel that it is a true learning environment. I did not see much as technology integration in many of the classes. I hope to make some recommendations with my ITS background and get some of the staff excited about using some online tools as well as digital cameras, microphones and recording devices. Some of these kids can really play their instruments beautifully. I don't see the seating arrangements as any type of concern since it really is not a focal point in any of the classrooms. It will be interesting to see how the room arrangements change as time goes on.
10/1/09
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