EAD 530 Topic 5 Benchmark – Clinical Field Experience D: Beginning Teacher Observation and Feedback
Beginning teachers often require a substantial amount of support as they work to improve their craft. As a principal, you will be responsible for implementing an observation and coaching cycle aimed at fostering the development of beginning teachers.
Allocate at least 4 hours in the field to support this field experience.
For this benchmark, in collaboration with your principal mentor, recommend possible improvements in instruction by executing a coaching cycle (pre-conference, observation, post-conference) with one beginning teacher. During the pre-conference, identify with the beginning teacher areas for improvement and include recommendations on the effective use of technology.
Use any remaining field experience hours to Help the principal mentor and, provided permission, seek opportunities to observe and/or Help the principal mentor.
After completing your coaching cycle, address the following in a 750-1,000 word summary and reflection:
Summarize the pre-conference, the observation, and the post-conference you completed in the coaching cycle. In the summary, explain the recommendations you made and justify how each will continue to develop the teacher’s instructional capacity. Describe the teacher’s performance based on the improvements you suggested in the pre-conference.
Describe the recommendations you made for the effective use of technology, and explain how each supports teaching and learning in that classroom environment.
Explain how your coaching promoted a school culture conducive to collaboration, trust, and a personalized learning environment with high expectations for students.
Reflect on your role as a teacher coach, and how self-awareness, vulnerability, transparency, and ethical behavior contribute to being a successful coach.
Provide a minimum of three scholarly resources to support your feedback.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the for Helpance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
College of Education (COE) program competencies and national standards assessed in the benchmark assignment:
Master of Education in Educational Administration or Educational Leadership
COE 2.1:
Sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. [ELCC 2.2; NELP 3.3, 4.4; PSEL 4a; MC2, MC4]
COE 2.4:
Promote the most effective and appropriate technologies to support teaching and learning in a school environment. [ELCC 2.4; NELP 3.2, 4.1; PSEL 4e;ISTE-L 1a, 1b, 1c, 2a; MC2, MC4]
COE 5.2:
Model principles of self-awareness, reflective practice, vulnerability, transparency, and ethical behavior as related to their roles within the school. [ELCC 5.2; NELP 2.1, 2.3; PSEL 2b; MC2, MC4]
—–
Topic 5 Benchmark – Clinical Field Experience (EAD 530) D: Observation and Feedback for New Teachers
As they try to perfect their trade, new instructors frequently require a significant amount of Helpance. As a principal, you’ll be in charge of establishing an observation and coaching cycle geared at Helping new teachers in their development.
To support this field experience, set aside at least 4 hours in the field.
For this benchmark, conduct a coaching cycle (pre-conference, observation, and post-conference) with one beginning teacher in partnership with your principal mentor to suggest possible changes in instruction. Identify areas for improvement with the starting teacher during the pre-conference and provide advice on how to use technology effectively.
Use any leftover field experience hours to help the primary mentor, if permission is granted.
