EDLDR560:

Observation Directions

Post-observation Conference

Post-observation Conference (20–30 minutes)

The post-observation conference brings both peer coach and teacher together to review the accuracy of the data and to begin interpretation of data. This meeting is for the purpose of establishing shared understanding between the teacher and peer coach with regard to performance and professional goals (from the perspectives of the teacher). If a break in time between the observation and the post conference is required, then preparation will be required for the post conference. In this case, the peer coach will gather all data collected and bring an accessible version of the data to the post conference. For each section of the post-observation conference demonstrate degree and use of leadership skills throughout the process.

1. Present all materials used to collect data from the observation and review/discuss what each tool does along with a summary of the process. (For example, explain what the time stamps are for and how the resulting timeline informs the teacher regarding her/his process.)
2. If there is a break between the observation and this post conference, then review with the teacher what s/he shared in the reflection following the lesson. (See #5 under Classroom Observation.)
3. The peer coach will then share a similar summary of what was observable from the lesson. (See #6 under Classroom Observation.) As observations are shared, keep the focus of the lesson at the forefront of the feedback.
4. The teacher and peer coach will then engage in discussion, making sense of classroom events. This may require looking for patterns or themes that relate to the focus of the observation.
5. From this point, “next steps” are explored, which may include trying new or alternative strategies, learning new instructional skills, and/or additional data collection; and a plan for improvement is determined (2.2.4).

Again, the emphasis of this post-observation conference is on shared understandings and eliciting teacher’s reactions and opinions, not critiquing or evaluating teacher performance (2.1.6). Strive to walk away from the peer coaching cycle (and the post conference in particular) having a plan in place for the teacher, based upon her/his goals, with next steps for using this information to improve practice and ultimately to enhance student learning. (2.3.2)