Assignment 2: Observation and
Professional Development
NELP 7.3, 7.4
PSEL 3h, 4e, 6c, 6d, 6e, 6g, 6f, 7a, 7f
Overarching Question:
How does the observation process promote the professional growth of each teacher and
support a school culture committed to the achievement of every student?
Overview:
Candidates will conduct one 30-minute observation of a colleague and provide
meaningful feedback. Quality instruction based on student learning, cultural
responsiveness, equity, and inclusiveness will provide the priority focus areas for the
observation. The observation will be followed by a post-observation conference to
discuss the priority areas in-depth and to identify the strengths and weaknesses of the
lesson. A professional growth plan will be collaboratively developed during the post-
observation discussion. The candidate may use a clinical supervision model of their
choice as described in the text or Danielson’s Framework which many school districts
currently use. Select or develop an appropriate instrument (e.g.: categorical frequency,
performance indicator, detached open-ended narrative, etc.) to collect data that would
indicate frequencies, strengths and weaknesses during the observation. A school system
observation document or another instrument of choice and development may be used.
There are examples of documents that might help support the observation in Glickman,
chapter 12. Candidates will submit their data from the observation, the post-observation
summary including the questions and answers from the pre- and post-observation
conference (if there is a pre-conference), the professional growth plan, and a written
reflection of the experience. The reflection will include a description of the colleague’s
experiences and a summary of what was learned from this experience. See further details
for your reflection in #7 below. Candidates will cite current research or literature to
support points throughout the written portion of the assignment.
The following list will provide step-by-step guidelines for completion of the assignment:
1. Select a colleague with whom you have a mutual level of trust and confidence. If
time permits, meet with this teacher in advance of your first observation to seek
input on what he/she would like you to focus in addition to the focus areas
described in the assignment description.
2. Schedule your observation and post-observation meeting with your colleague. It’s
important to get dates on the calendar as soon as possible to avoid a last-minute
rush.
3. Determine what data collection tools you will use. You may use your district’s
resources or those in Chapter 12 of our text.
4. Complete the observation. Don’t forget the 30-minute minimum.
5. Conduct the first post-observation meeting. Discuss priority areas and share
strengths and weaknesses. Plan strategy(s) for addressing areas of weaknesses or
those areas where your colleague would like support or to see
growth. Include implementation or follow-through plans with your
strategy(s). While a follow-up observation is not required for this assignment,
discuss potential look-fors if there were to be a follow-up observation.
6. Summarize your post-observation meeting including the professional learning
plan. Provide a copy for your colleague.
7. At the end of Module 3, submit in Bb a written summary that includes:
8. Data from the observation (your notes, etc. recorded during the observation
without revision will be fine)
9. The summary of the observation/post-observation conference that was provided to
the teacher.
10. Questions and responses from the conference.
11. Professional growth plan.
12. Reflection of the experience. What did you learn about yourself as a supervisor?
Note your own strengths and weaknesses in this process and set goals to address
growth areas. Provide your insights related to our overarching question: How does
the observation process promote the professional growth of each teacher and
support a school culture committed to the achievement of every student? Be sure
to cite current research or literature to support your thinking.
