OBSERVING NEW EDUCATORS

During an observation some coaches fall into the trap of interpreting what they think they see rather than recording what they actually see and hear. The following is an excerpt from two coaches simultaneously conducting a drop-in observation of a new teacher on November 18, 2004.

Coach 1

• The lesson plan was ready to go at the bell
• The teacher explained the directions clearly and asks for questions regarding clarification
• The teacher used specific desist (names) to get students on task
• The teacher gave an excellent suggestion that another student read
• The teacher has good relationship with students but this could be misconstrued as loose discipline

Coach 2

• All students working on warm-up activity when bell sounded
• Teacher talked with a student who had been absent
• Warm-up activity stopped and transitioned to lesson for the day
• Looked for handouts to give to class
• Students began talking
• Found materials and redirected students back to task
• Reviewed material covered yesterday
• Objectives for today were addressed
• Directions given for today’s activity
• Checked student’s comprehension by asking two students to repeat directions
• Students took 4 minutes to transition to reading/activity groups
• Students were redirected back to task

Observations are important in providing data to strengthen a professional’s practice. Both coaches observed the same lesson. Questions for reflection:

• Which observation provides more detailed data?
• What areas of concern did the first coach reveal? The second coach reveal?
• Which observation provides the best information for writing goals or Specific, Measurable, Attainable, Relevant, and Timely (SMART) objectives for the new educator?