Benchmark: Clinical Field Experience D: Beginning Teacher Observation and Feedback

Description

For this benchmark, in collaboration with your principal mentor, recommend possible improvements in instruction by executing a coaching cycle (pre-conference, observation, post-conference) with one beginning teacher. During the pre-conference, identify with the beginning teacher areas for improvement and include recommendations on the effective use of technology.

Use any remaining field experience hours to assist the principal mentor and, provided permission, seek opportunities to observe and/or assist the principal mentor.

After completing your coaching cycle, address the following in a 750-1,000 word summary and reflection:

  • Summarize the pre-conference, the observation, and the post-conference you completed in the coaching cycle. In the summary, explain the recommendations you made and justify how each will continue to develop the teacher’s instructional capacity. Describe the teacher’s performance based on the improvements you suggested in the pre-conference.
  • Describe the recommendations you made for the effective use of technology, and explain how each supports teaching and learning in that classroom environment.
  • Explain how your coaching promoted a school culture conducive to collaboration, trust, and a personalized learning environment with high expectations for students.
  • Reflect on your role as a teacher coach, and how self-awareness, vulnerability, transparency, and ethical behavior contribute to being a successful coach.

Provide a minimum of three scholarly resources to support your feedback.

Danielson, C. (2016). Talk about teaching!: leading professional conversations (2nd ed.). Corwin.

Mitchell, M., & Bott, T. (2015). Preparing Student Teachers and Beginning Teachers for the Post-teaching Conference. JOPERD: The Journal of Physical Education, Recreation & Dance86(2), 10–13. https://doi-org.lopes.idm.oclc.org/10.1080/07303084.2014.988375

Martin, K. L., Buelow, S. M., & Hoffman, J. T. (2016). New teacher induction: Support that impacts beginning middle-level educators. Middle School Journal47(1), 4–12. https://doi-org.lopes.idm.oclc.org/10.1080/00940771.2016.1059725

 

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

Master of Education in Educational Administration or Educatial Leadership

COE 2.1:

Sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. [ELCC 2.2; NELP 3.3, 4.4; PSEL 4a; MC2, MC4]

COE 2.4:

Promote the most effective and appropriate technologies to support teaching and learning in a school environment. [ELCC 2.4; NELP 3.2, 4.1; PSEL 4e;ISTE-L 1a, 1b, 1c, 2a; MC2, MC4]

COE


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