Page 7 - EdViewptsSpring2020

tion. For example, in one observation so encouraged by my detailed list of
I wrote: “ Mrs. Jones (pseudonym) is positives. This engendered an open I always told teachers
especially accomplished at establish- mind on her part that sowed the seeds the observation form
ing routines that help her classroom for growth. We are all more motivated
to run efficiently and ensure that all when we are confident that we are do- was not final until after
students' learning needs are met. This ing some things well already. our conference, and I
enables her to make use of every min- regularly added infor-
ute for instruction. She is purposeful Initiate Dialogue Through
about helping students view them- Questions mation based on our
selves as scientists, which serves to conversations. Teach-
motivate them and also enables them In writing up an observation, I
to make important links between the defaulted to asking questions over ers felt that they were
classroom and the larger world. Mrs. making uninformed judgements. I respected and trusted
Jones also strives to develop a growth might begin with, “During our post as professionals, and
mindset in her students, encouraging observation conference, I look
them to take risks and to accept failure forward to discussing the following this, in turn, opened
as a sign of learning and growth.” with Mrs. Jones: …” I would follow channels of meaningful
These explicit compliments focused on with questions designed to clarify
strengths and built confidence. the teacher’s rationale or goals, communication.
elicit context, or gather additional
When it came to suggestions for im- information. I always told teachers effort required on her part. The teacher
provement, I ordinarily focused on just the observation form was not final embraced the suggestions and excit-
one. For example, I realized during my until after our conference, and I edly invited me back to her classroom
observation of Mrs. Jones’s science regularly added information based in order to share the outcomes. With
lesson that she needed more support on our conversations. Teachers felt the teacher’s permission, I shared her
in understanding and implementing that they were respected and trusted new approach with her colleagues,
the Next Generation Science Stan- as professionals, and this, in turn, placing the spotlight on her rather than
dards. Therefore, I followed my com- opened channels of meaningful me. The fact that a classroom teacher
pliments with the statement, “During communication. was actually pioneering the practice
our post-observation conference, we with success made others much more
will brainstorm possible tweaks to the Set a Productive Tone eager to try it themselves, leading to a
energy unit that would further enhance During the Post-observation tipping point toward stronger assess-
its alignment to standards.” Conference ment in that department.
When there were many things in a I engaged in true conversations in
lesson that needed improvement, I at- which I listened as much as I spoke. Support Suggestions With
tempted to find an “umbrella” sugges- I invited teachers to explain their Reasons
tion that encompassed multiple facets. rationale and offer insight. I readily
For example, I may focus on develop- acknowledged the challenges they I accompanied my suggestions with
ing student independence, tucking described and, when offering sugges- the reasons that a practice was
into that such related points as: asking tions, strove to avoid coming across important. For example, as a reading
more open-ended questions; inviting as the “expert” with all the answers. I and writing workshop district, it was
self-reflection rather than just “tell- often shared ideas in question form. expected that teachers take notes
ing” students; and facilitating more “Do you think…?” “Might it work if to document their conferences with
student conversation. By offering a you…?” In doing so, I welcomed hon- individual students. At first, many
single point, I avoided overwhelming est responses, as we collaboratively neglected this step in the interest of
the teacher and made improvement brainstormed possibilities. I also at- time. While acknowledging that the
feel within her reach. tempted to align my suggestions to the time devoted to note-taking reduced
the number of possible conferences
I implemented my “rule of ratios” fol- teacher’s existing goals. For instance, each day, I explained how the data
lowing a primary classroom teacher’s one teacher was attempting to con- from conferring notes could be used
partially effective lesson. The teacher duct formative assessment, but there to make instruction more precise and
opened the post-observation confer- was much room for growth. During focused. As a result, more and more
ence by saying, “This is the first time our conversation, I created the space teachers began to keep conferring
reading an observation ever made me and trust for her to share that goal with records and, more importantly, use
cry.” That was concerning! However, me and then offered suggestions to them effectively. Although I certainly
she then explained that she had cried improve upon the work already tak- shared this same information with
because of all the strengths I had ing place. I accentuated the fact that teachers in larger groups, it was the
recognized. She said she realized she an altered approach would have the individual conversations that seemed
had some things to work on but was added benefit of reducing the time and to gain traction.

Educational Viewpoints -5- Spring 2020