Benchmark - Clinical Field Experience D:

Leading Leaders in Giving Peer Feedback Related to Teacher Performance

Kelley Ouradnik

EAD 533

October 4, 2020
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Develop and Supervise Instructional and Leadership Capacity (COE 6.1)

When evaluating the coaching cycle with the second-grade teacher, Ms. Ward, and

school principal I had many opportunities to take away strategies and skills I would want to

apply in my leadership practice and coaching. During the pre-observation conference, Ms. Ward

has an opportunity to describe the objectives, lesson, and her expectations. She can explain how

this lesson relates to past and future lessons and how the scaffolding happens. The principal asks

questions to better understand the thinking and planning of the teacher’s lesson. My favorite part

is when the principal asks if there is anything Ms. Ward wants her to look for to offer support

that can help the classroom and/or instruction. This conversation was nonthreatening and

provided insight on, not just this lesson, but the strategic planning that goes into Ms. Ward’s

curriculum planning.

During the classroom observation, it is evident that Ms. Ward is organized, and the lesson

was well planned and went as described in the pre-observation conversation. The students are

reading informational passages and highlight phrases that tell the main idea and focus on the

author’s purpose. Ms. Ward uses strategies to review prior knowledge and the second-grade

students are engaged in the reading activities. Ms. Ward describes what she expects from her

second graders and they complete portions of the lesson in whole group an also students have an

opportunity for independent practice. The students get out of their seat and have movement

during a sharing activity. The students share their reflections, and it is apparent that the students

are learning the objectives of this and previous lessons.

In the post observation conference, Ms. Ward and the observer discuss the lesson. The

principal asks questions that provide the opportunity for Ms. Ward to reflect on the lesson. My

favorite question, and the one that offers the most chance for reflection is, “If you could teach the
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lesson again, same group of kids, same lesson, what would you do differently?” (Khachikian, R.

2016). Reflection is an important step for all teachers upon completion of every lesson and

having the opportunity to share this information provides opportunity for growth. The principal

did not provide constructive comments but was actively listening. “Asking questions and

listening carefully are critical interpersonal skills teacher leaders use all day long” (Levin and

Schrum. 2016. p 86). This allowed Ms. Ward the opportunity to discuss ways to enhance the

lesson. Ms. Ward provided many self-reflective ways to change and grow as a teacher, that the

principal did not feel the need to add to the list. The conversation was comfortable, and it is

evident a relationship has been built.

Develop Leaders for High-Quality Instruction and Student Learning (COE 6.3)

Developing leaders within the school is key to be able to focus on high-quality instruction

and student learning. Administrators have much responsibility, and many times curriculum and

instruction are only the teachers’ responsibility. As with all aspects of school, time is limited.

Although teachers try and do his/her best with individual subjects and/or classrooms,

collaboration and observation are essential to continue to focus on the improvement of

instruction and learning. When these responsibilities can be placed on a teacherpreneur (Levin

and Schrum. 2016) and allow them to continue have direct impact on students through

instruction but also give additional duties to support other teachers will provide opportunity for

growth in teaching strategies. “Being a coach is not about being the expert who knows it all; it’s

about immersing yourself in teachers’ classrooms so you can learn about the world they have

created and who they are as professionals. It’s about getting teachers to think deeply about where

they are as teachers and providing support and encouragement to nudge them forward”
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(Sandstead. 2015. p 79). Having coaches within the school will support high-quality instruction

and student learning.

Distributed Leadership Structure and Recommendations (COE 6.2)

Our school’s distributed leadership structure is limited. The teachers are part of different

committees that are run by administrators. Most discussions happen before the actual meeting

occurs and administration is looking for a stamp of approval. There are recommendations that I

feel would support distributed leadership in our school. It is important to get teachers involved.

“Providing opportunities for teachers to play to their strengths, and keep looking for ways to

reimagine teaching, the potential benefits to students are many” (Mack Trapanese. 2017. p 39).

Our school does not have a curriculum coach. I feel this could be an opportunity to provide extra

duties to teachers. This would allow teachers to support teachers. I would seek a teacher with

strong reading strategies and effective instruction and another teacher for math. Having these

lead teachers be part of the observation process will provide the opportunity to collaboratively

reflect on teacher practices. I also recommend teachers oversee some of the committees such as

assessment, data and/or grade level meetings. Currently, most meetings turn into the principal

doing all the talking and teachers doodling in notebooks. We have outstanding staff members

who are not being used to their full potential. Providing leadership opportunities would

positively impact our school and continue to build teachers’ leadership skills.
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References

Khachikian, R (2016) Part 1: Elementary pre-observation conference. Retrieved from

https://www.youtube.com/watch?v=FacY1ScZ5r4.

Khachikian, R (2016) Part 2: Elementary ela classroom observation. Retrieved from

https://www.youtube.com/watch?v=VlfDPLNC3IE.

Khachikian, R (2016) Part 3: Elementary post-observation conference. Retrieved from

https://www.youtube.com/watch?v=RYbmTVr7q-8&t=2s.

Levin, B. B., and Schrum, L. R. (2016). Every teacher a leader: Developing the needed

dispositions, knowledge, and skills for teacher leadership. Thousand Oaks, CA: Corwin.

ISBN-13: 9781506326436.

Sandstead, M. (2015). CUTTING WATERMELON: Lessons in instructional

coaching. Educational Leadership, 73(4), 78–81.

Mack Trapanese, E. (2017). Helping teachers become leaders. Education Digest, 83(3), 37–39.