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Video in the past of classroom in action

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Providing teachers with noticings and wonderings to make them think about what I have seen and heard

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I’ve used data collection tools (during instruction) as well as photographs/sketches of the room arrangements (actual desk set up), to help them reflect on their classroom environment.

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I have my teachers use the look-fors document to assess whether their classroom environment is conducive to learning. I also ask questions around what supports might students need to have visible to support their learning?

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I have my teachers use the look-fors document to assess whether their classroom environment is conducive to learning. I also ask questions around what supports might students need to have visible to support their learning?

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I start with relationships to build trust so that teachers know that I am a safe place where they will be supported when they identify areas of need. 

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I start with relationships to build trust so that teachers know that I am a safe place where they will be supported when they identify areas of need. 

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i have used scripted notes, and had the T identify any problems of practice

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Questioning, peer observations (learning walk)

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Questioning, peer observations (learning walk)

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Collaborate to review evidence and then reflect on next steps

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Collaborate to review evidence and then reflect on next steps

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Simply asking them how (topic) might have went? What evidence do you have for this? What/would you have changed to achieve the outcomes you were looking for?

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I ask the mentee questions to get them to see what I want them to see.

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I ask the mentee questions to get them to see what I want them to see.

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I ask what did you anticipate happening? What actually happened? Then we brainstorm ways to address the gap.

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Informal observations: Notices and Wonderings: What I heard and what I saw.

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By collecting evidence through informal observations and asking probing questions to have them reflect

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By collecting evidence through informal observations and asking probing questions to have them reflect

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Ask teachers a scale of 1-5 question,  having teachers identify the "ideal" situation, and locate their current level of performance/effectiveness.  

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Ask teachers a scale of 1-5 question,  having teachers identify the "ideal" situation, and locate their current level of performance/effectiveness.  

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Talk to teachers about their needs, goals, questions, etc.

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Talk to teachers about their needs, goals, questions, etc.

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Intentional reflection

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Scripted informal observations of ONLY what I see and hear

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Scripted informal observations of ONLY what I see and hear

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I’ve asked them what went well in the lesson and what they would like to improve. 

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I’ve asked them what went well in the lesson and what they would like to improve. 

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Ask probing questions: What were some successes during this lesson? What were some challenges?

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Last year, we reviewed recorded lessons implemented in Zoom (debriefed) 

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Last year, we reviewed recorded lessons implemented in Zoom (debriefed) 

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Surveys, discussions, observations of desired outcomes/or not

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Surveys, discussions, observations of desired outcomes/or not

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Collection of student work samples

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We can use student work samples and conferences with students.

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We can use student work samples and conferences with students.

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What they say. Their work samples.Notebook prompts

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We can issue surveys at the end of the quarter.  Asking what their favorite part of the class is.  What could be tweaked. 

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We can issue surveys at the end of the quarter.  Asking what their favorite part of the class is.  What could be tweaked. 

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Student feedback on exit tickets: How well did you understand this question, what helped you learn best, what questions do you still have, etc?

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Student feedback on exit tickets: How well did you understand this question, what helped you learn best, what questions do you still have, etc?

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listening to the questions students are asking

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listening to the questions students are asking

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assessments- formal and informal

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Students sharing what they’ve learned. What they’re not clear on.

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I had a mentee one time who issued students "Teacher Report Card" at each quarter where students gave her grades on certain line items.  (She had fantastic relationships with students and a heart for reflection).  She used that feedback to adjust her pedagogy to be more student-focused.

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I had a mentee one time who issued students "Teacher Report Card" at each quarter where students gave her grades on certain line items.  (She had fantastic relationships with students and a heart for reflection).  She used that feedback to adjust her pedagogy to be more student-focused.

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Make sure to follow-up with answers/questions.

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The collaborative convo rubric was a great way to assess the mentor, and indirectly assess myself, in my practice as a mentor

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I learned to have a focus and target to address the elements

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The power of Paraphrase.  It really kept  the conversation on track. 

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The power of Paraphrase.  It really kept  the conversation on track. 

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Continue to engage the students.

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Having the guided questions before hand to focus the conversation, reflection, and next steps.

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The rubric was great tool to guide the conversations.

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Asking questions to clarify what the mentee is saying.

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Asking questions to clarify what the mentee is saying.

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Preplan questions that direct the mentee to dig deep and reflect

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If given the opportunity, teachers can really be open and reflective.
Plan the coaching questions ahead of time to be intentional and focused.

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Allowing students opportunities to ask questions is important

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Allowing students opportunities to ask questions is important

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The use of discussion protocols might be a way for all students to have a voice in the disussions

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The use of discussion protocols might be a way for all students to have a voice in the disussions

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As a process observer, I was able to make meaning off the exchange and extract themes to inform goals.

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 Videos are very useful to reflect on your instruction.

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 Videos are very useful to reflect on your instruction.

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Make sure you have sufficient time to give students ample time to respond

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Make sure you have sufficient time to give students ample time to respond

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Having a focus when observing is important

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Having a focus when observing is important

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Video in the past of classroom in action

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Link to Journal:  https://docs.google.com/presentation/d/12tFhBSkkvKxrJB0c183kS_FJlzcTEK-adnzK4PQr6JA/copy