NEVADA EDUCATOR PERFORMANCE FRAMEWORK

TEACHER POST-OBSERVATION CONFERENCE TOOL

Teacher Name: Yeraldine Rodriguez

Grade/Class/Subject: ELA 7
Observation Time/Duration: 1
class period (50 min)
School Name: Swainston Middle
School

Evaluator Name: Mrs. Desiderato

Date: 01/25/2016
Date(s) of Observation(s): Wednesday 01/20/2016

This tool is for the educator and evaluator to discuss an observation that has occurred. It is intended to guide thinking
and conversation, so every question may not be answered or be relevant to every observation.

INSTRUCTIONAL PRACTICE STANDARDS

Questions to Guide Discussion:
Learning Focus: What were the students
learning? How did you connect new learning
to prior learning and experience?
Knowledge of Students: How did you
ensure the tasks had high cognitive demand
for the diverse learners in your classroom?
How did the lesson engage and challenge
students?
Instruction and Learning Practices: How
did you ensure students made meaning of
the new learning? What instructional
strategies and methods did you use to
engage students and ensure all students
achieved lesson goals?
Developing Independent Learners: How
did you help students engage in
metacognitive activity to increase
understanding and responsibility for their
own learning? How did you ensure that
students understand how they are doing and
support students self-assessment?
Assessment of Student Learning: How
did you integrate assessment into
instruction? What assessments did you use
to check for understanding during the
lesson? How did you use this data to inform
your next steps?

Notes:
Learning Focus: Students were learning how
to use sensory language and imagery. They
were also learning how to make inferences
that are supported by textual evidence. I
connected these concepts to prior learning by
asking them to define sensory details, similes,
and metaphors, which were words that they
learned in the first unit.
Knowledge of Students: First of all, the
objective and the content of the lesson were
strictly grounded on the Nevada Academic
Content standards. Students were completing
a variety of high level tasks, such as making
inferences, predicting, analyzing and
questioning a text. These tasks will be crucial
for them to master to prepare them for high
school and college. The variety of the tasks,
and the amount of collaborative group work
also ensured that all students are actively
engaged. Finally, tasks were broken down into
manageable steps to ensure all students felt
capable of success. Group and partner work
also allowed students to feel successful at
accomplishing the tasks.
Instruction and Learning Practices: I
employed a variety of strategies to ensure
students were engaged and making meaning
of new learning. First, the lesson made use of
actual tangerines for students to practice
writing figurative language and sensory
details. The tangerines were linked to
students preview of the novel Tangerine.
Second, students worked in collaborative
group discussions multiple times throughout
the lesson. They shared their inferences and
listened to other students findings. I
assessed a number of assignments to ensure
students achieved the lesson goals, such as
their writing prompts, writing done in their
Springboard books, and their journal entries.
Developing Independent Learners: Students
engaged in metacognitive learning by
participating in group discussions where they

Nevada Department of Education NEPF

Teacher Post-Observation Conference Tool for purposes of training and validation

9/19/2014
Page 1 of 4

NEVADA EDUCATOR PERFORMANCE FRAMEWORK

TEACHER POST-OBSERVATION CONFERENCE TOOL

were able to share their responses and build

upon their understanding of figurative
language, inferences, and predictions. I
ensured students had to time to reflect on
their own performance by completing the
ticket out the door question, which asked
students what they learned today, why this
was important, and how they accomplished
the objective.
Assessment of Student Learning: I integrated
assessment into instruction in a number of
ways. First of all, I used their narrative writing
prompt to assess their ability to write
figurative language and imagery. Second, I
used their answers to the Check Your
Understanding question to ensure they
understood the purpose of the activity.
Finally, I looked at their journal entries to
ensure they were able to interpret a passage I
also conducted observations and guided
student group discussions.

Growth and Reflection: Strengths of

instruction? Areas for improvement? What
ideas do you have for next steps in achieving
your goals? What are your professional learning
needs? What resources do you need to support
your growth?

I believe strength in my instruction is teaching

children who are falling right below grade level;
however, I would like to differentiate my lessons
more to cater to higher-level students as well as
students who are significantly below grade level. I
want to focus on keeping these students moving and
growing academically. I would like to conduct small
homogenous group instruction and activities, were I
can provide texts of different levels to each group,
depending on their needs.
Artifacts: To provide contextual information for the lesson (if applicable): These can include
some or all of the following but are not limited to this list: lesson plan; student work; student feedback
(e.g., survey, writing); teacher notes; audio/visual/print artifact; prior student work/assessment
informing planned learning opportunities.
The following artifacts have been provided: lesson plan, student work, Power Point file used during the
lesson, images of student Springboard book.

Nevada Department of Education NEPF

Teacher Post-Observation Conference Tool for purposes of training and validation

9/19/2014
Page 2 of 4

NEVADA EDUCATOR PERFORMANCE FRAMEWORK

TEACHER POST-OBSERVATION CONFERENCE TOOL
PROFESSIONAL RESPONSIBILITIES STANDARDS
Questions to Guide Discussion:
Commitment to School Community: How did
you collaborate with colleagues? How did you
take an active role in building a professional
culture that is learning centered and focused on
high expectations for all students?
Reflection on Professional Growth and
Practice: How did you use feedback and data
to self-reflect on your practice? How did you
pursue professional learning opportunities to
further your own professional growth? How did
you pursue teacher leadership opportunities?
Professional Obligations: How did you model
integrity in all interactions and advocate for fair,
equitable, and appropriate treatment of all
students and families? How did you follow
school policies and regulations?
Family Engagement: How did you regularly
facilitate two-way communication with parents
about your goals of instruction and student
progress? How did you value, respect, and
encourage students and families to become
active members of the school? How did you
connect families to opportunities and services to
address student needs?
Student Perception: How will you determine
student perceptions on their learning? How will I
know that your students feel as if you help them
learn? How will I know that your students feel
as if you create a safe environment in your
classroom? How will I know if your students feel
as if you care about them and their goals?

Notes:

Commitment to School Community:

My colleagues and I discussed this lesson
previously and decided to bring in tangerines
and have students collaborate in groups to
complete the activity. I will continue to
collaborate with them on future activities to
ensure we all have high expectations for our
students.
Reflection on Professional Growth and
Practice:
I will use feedback and data to think about the
success of my lessons and modify as
necessary in order to increase student
engagement. I will continue to develop my
portfolio, provide assistance to new teachers,
and attend trainings.
Professional Obligations:
I will maintain an academic and respectful
tone when engaging in student or parent
interactions. I will continue to follow school
and district policies and assist students and
families as necessary.
Family Engagement:
I will contact parents through phone and/or
email to inform them of student progress and
answer any questions they have about my
instruction and their childs performance in
my class.
Student Perception:
Students will take surveys on their perception
of me as a teacher. I will continue to develop
the positive relationships I already have with
many of the students and support them in
their goals for my class.

Nevada Department of Education NEPF

Teacher Post-Observation Conference Tool for purposes of training and validation

9/19/2014
Page 3 of 4

NEVADA EDUCATOR PERFORMANCE FRAMEWORK

TEACHER POST-OBSERVATION CONFERENCE TOOL

Growth and Reflection: Professional

responsibilities strengths? Areas for improvement?
What ideas do you have for next steps in achieving
your goals? What are your professional learning
needs? What resources do you need to support
your growth?

I have had students write a reflection and goal

sheet which I will use to conference with them
in order to assist them in developing goals
and action steps. I will conduct short
conferences with them to review their goals
and help them progress.

Artifacts to Provide Contextual Information (if applicable): These can include some or all of the
following but are not limited to this list: teacher notes; meeting notes; audio/visual/print artifacts.

Nevada Department of Education NEPF

Teacher Post-Observation Conference Tool for purposes of training and validation

9/19/2014
Page 4 of 4