Post-Observation Conference

As I reviewed the video of my post-observation conference, I noticed the following strengths and weaknesses in the environment and tone of the observation.  The observer and teacher sat close, facing another, in two student’s desks.  I believe that this seating arrangement set a collegial tone for the observation, rather than if the observer was sitting in a higher seat or behind a large desk.  The observation also took place in the same classroom as the observation, which allowed both the teacher and the observer to more easily discuss mobility in the classroom and strategies for next time. I also noticed direct eye contact between the teacher and the observer which made both parties feel that their ideas were valued by the other person.  There was a lot of nodding used to indicate agreement; however, I wish that I had used more positive language.  I tended to use the word, “Okay,” rather than “yes” or “I agree.”  Viewing the post-observation again, I noticed some, but not a tremendous amount of transition words, and an overall strong use of enunciation and delivery.  The post conference could have been easily viewed and deciphered by another person. 

When considering the goal of a post-observation conference—to improve instruction—I would consider this post-conference to have been a success.  The teacher and observer left the observation with three agreed-upon goals after discussing the strengths and areas for improvement from the observation lesson. A statement that indicated a prior conference was, “As far as the things we talked about after first period—validating student responses, giving directions before going into groups—do you think those went better than the last time?”   Later on in the observation, we also discuss our planning process.  Lauren sets time management as a goal of hers, noting the time it took her to plan and revise this lesson after our discussions.  The observer mainly used behaviors of listening, reflecting, presenting, problem-solving, and directing.  Probing questions were used, such as “How did what you planned compare with what you did?” and “How could you have altered your plan to still meet your objective when running short on time?”  Constructive feedback was used, but looking back, I wish that I would have offered Lauren more praise and positive feedback in the observation.  She did so many things right, but it took seven minutes into the post-conference in order for me to list them.  I can understand how that may deflate the teacher.  For the next time, I will begin my comments with the teacher’s strengths.  Together, Lauren and I shared data from the lesson.  We used specific student’s names to reference strategies used during the lesson.  We noted areas of the lesson that student’s needed clarification and alternate strategies to use such as modeling and think alouds. 

I believe that I teetered between the collaborative and directive informational approach during the post-observation conference.  Looking at the goals that Lauren and I set for her next lesson, some of these goals were decided on together and others were directed by me.  I also noticed that I offered several strategies for Lauren to use again or to refine for the future.  I directed, rather than clarifying her ideas.  While there’s always room for improvement, I believe this is the right strategy for Lauren at this time because she is a student intern.  Because she is not yet even student teaching, this was the first full lesson she had ever taught.  Because of her experience level, the observer needs to take on the role as the “expert.”  Lauren does not yet possess the knowledge about instruction that she needs in order to be the only person making suggestions to better her instruction.  I believe the conference was more successful because Lauren was offered suggestions and then, of those, could choose on which she’d most like to work.  As the mentor teacher, I am held accountable for the results of her growth as an effective teacher.   

In the next post-observation conference, I would like to use more positive language, give more positive feedback, and increase the frequency of clarifying and encouraging, and lessen the frequency of me directing choices.  I hope that by the end of Lauren’s student teaching, our post-observation conferences will function at a collaborative level.