FORMAL COACHING PROCESS INTERNSHIP 3

Teacher Candidate: Lauren Stewart Coach: Kobi Nelson

Date: 10/3/2018 Class/Content: Math Length/Context of observation: 45 minutes

Pre-Conference:
A pre-conference provides the TC and his/her coach an opportunity to explicitly reflect on the “planning”
portion of the Teaching-Learning Inquiry cycle. The following questions provide a guide for conversation
to ensure the TC is building the skills to always plan with student learning in mind. The coach can include
additional questions in the pre-conference conversation. IMPORTANT: A TC MUST come with a fully
developed lesson plan for a formal coaching cycle in Internship 3.

1. What are the most salient concepts you are learning at UCD that connect and apply to your
ability to plan and teach this lesson?
2. Think about the lesson to be observed. What do you want students to know and be able to do
as a direct result of your teaching? What content and language standards are you focusing on?
 Learning how to write numbers in different ways
 Students can write three digit numbers in multiple ways
3. How will you know the students have learned what you intended from the lesson? What
documentation or evidence will you have?
 Practice problems in the mimeo will be completed by students in their practice notebooks
 Practice worksheet at the ned
4. What instructional strategies will you use to achieve the intended outcome of the lesson (think
about what you have learned in your courses and what you have learned from your clinical
teacher)?
a. What will you be doing?
 Introducing the different ways to write numbers
 Create anchor chart with students
 Prompt them with thought questions
b. What will students be doing? How are you intentionally planning for student
collaboration?
 Worksheet with math problems
 Partner talk
 Co-creating anchor chart
c. What materials will you use?
 Mimeo
 Anchor chart
 Student notebooks
 Math worksheet
5. How is the instruction you are planning responsive to support the needs of multilingual
learners? Learners with disabilities? Culturally diverse learners?
 Visuals on mimeo to help kids visualize place value
 Partner talk helps students share ideas with others and listen to others’ ideas in a low risk
environment
 6. Are there indicators on the “planning” portion of the teaching/learning inquiry cycle that you
would like help thinking through with your coach?
 N/A
7. As your coach watches you teach, is there a particular QRC focus area (i.e., student, teacher, or
classroom community) and domain that is a current goal area you are focusing on in the
development of your teaching practice? The coach will use the entire QRC, but can give you
specific feedback in these goal areas
 Pay attention to who Lauren calls on

INTERNSHIP 3 COACHING LOOK-FOR’S

THE QRC SHOULD BE USED AS THE FOUNDATION FOR ALL FORMAL OBSERVATION PROCESS IN INTERNSHIP 3; because it
is the “Teach” component of the TLIC, the QRC provides valuable support for the final assessment of the
teacher candidate during Internship 3. The QRC is formatted to allow you to gather data on the
indicators observed as well as room for comments and focus questions to support the debrief of the
lesson.

If internship 3 is the first time a site has worked with a teacher candidate (very common in secondary
settings), it will helpful to refer back to the “look for” chart that was a part of the first two internships.
All of the comments of that chart are found in the QRC or the TLIC, but they may not immediately be
evident to the teacher candidate OR the site coaches. That “look for” chart has been included in this
packet for convenience.

QRC TLIC Observation Criteria Evidence (specific description) and Comments

37 Teacher candidate is  Opens up the lesson by telling students they will be
always actively learning how to write numbers in different ways (visual is
engaged in the class on the board)
(professional
disposition)
Class 37 Teacher candidate  Uses names of students when calling on them
2.4, knows names of all
3.1 students in their
“focus” period
(secondary) or in their
class (elementary)
Class 37 Teacher candidate  Says “You need your notebook and a pencil” in a sing-song
2.4, interacts with voice as students are entering and getting settled
3.1 students in a  In “5,4,3,2,1…second!” to focus kiddos
responsive manner as  “Journals closed and pencils on the floor…”
they enter the
classroom
Teacher 19,2 Teacher candidate  Uses think/pair/share to have students work on
2, 3 0, identifies needs of application problem “How many ten dollar bills does
Class 21, students and Freddy have in $250?”; and, also asks students to draw out
2, 3 27,2 implements the answer to the problem in their notebook. (Great way
8, responsive strategies to activate interest!)
37 based on information  Draws an example of a ten dollar bill on the board to help
about these students students visualize how to draw out the problem.
 Prompted by Lala to skip examples on mimeo. Lala uses
example of “rac” instead of “car” to explain unit form and
place value.
 Works through anchor chart with unit form and expanded
form with “485” as an example
 Kids verbally speak the numbers while Lauren
demonstrates expanded form
 Lala asks kiddos to write these examples on the anchor
chart into their journal so they can use it later

Class 29, Teacher candidate  Waits until students are quiet to speak
3.2 37 demonstrates a  Says, “Who has an answer to the first part?” When no
confident and students are ready, Lauren gives them more time to work
effective teaching on the application problem.
presence  Says, “Class, class!” When students give a weak response,
Lauren says, “Let’s try it again!”
 Facilitates questions and calls on Charlie to answer
question b.
 Calls on Zoe to draw out the Charlie’s answer to question
b.
 Using a visual on the mimeo, Lauren asks Lily to answer
how to order 2 hundreds, 3 tens, and 4 ones
Class 29,3 Teacher candidate is  Yes!
3 7, aware and responsive
42 to behavior in the
entire classroom
Class 27, Teacher candidate  Uses the power of the pen and asks student to come up
3 28, utilizes management and draw the answer the question.
29,3 strategies and their  Asks “Does anyone have questions?” at the end of the
7 “teacher toolbox” lesson?
Class 27, Teacher candidate  Puts finger to lips when students need to focus and listen
3 28, waits until students and says, “Guys, we’re listening…”
29,3 are listening/attentive
7 before giving
directions or providing
direct instruction
Questions/Thoughts…  What are your thoughts about how Lily and Josie
approached the problem? How about how Lala worked
through the problem with Lily? What about using the “Do
you agree or disagree with Lily?”
 Bundles seem to be something that has been used before
in math. How can you set up future application problems
 so that students are starting from common knowledge
(like using bundles to work through problems).
Post-Conference:
A post-conference provides the TC and his/her coach an opportunity to engage in conversation about the
“Reflect & Next Steps” portion of the Teaching-Learning Inquiry cycle. The following questions provide a
guide for conversation to ensure the TC is building the skills to always critically examine his or her own
teaching practice in connection to student learning. The coach can utilize other questions as well.

1. What worked well with the lesson? How do you know?

 Anchor chart
 Having the children come up to the board and show how to solve it (power of the pen)
2. What were your challenges? How did you navigate the challenge? Would you do something
different if you faced that challenge again? Do you need ideas?
 Ready to move on when Lala jumped in with Josie and Lily (taking opportunities for
teaching moment)
 Working on calling on students who are not necessarily engaged
3. How did you monitor and adjust your instruction in the moment to meet the needs of your
students?
 Varied student-wise as far as who raised their hands
 Took teaching moment with Zoe and bundling her tens into hundreds
 Changed strategy of lesson due to pacing
4. What evidence/data do you have that students’ met the learning goal? What else does the data
suggest?
 Will address in reflection
5. What would you attribute to your teaching that supported student learning?
 Co-teaching with Lala
 Anchor chart
6. What does this tell you that you need to consider as next steps?
 Taking time in the moment to address misconceptions

TC PROFESSIONAL SELF-REFLECTION:
After your post observation conference, take a few minutes and reflect upon the substance of the
conversation with your coach, then briefly summarize your understanding. You submit this as a hard
copy or electronically (email, EdWeb—your coach will determine).

Name_______________________________________________ Date____________________

1. What evidence did you discuss with your coach that validates your strengths in progressing
toward proficient practice (reflect using language from TLIC/QRC/Prof. Disp)?

Kobi and I discussed how I did a good job differentiating for students. This involved having students talk
with each other when there was a difficult question to answer and creating an anchor chart of the
different ways to write three-digit numbers. We also discussed how I modified parts of the lesson in the
moment. For example, I changed how I would present the two parts of the word problem we worked
on. I also showed the students an easier way to draw the problem out after a student drew out 20 tens
instead of 2 hundreds.

2. What are 2 specific take-aways from your coaching session that you will act on to better support
student learning in your next teaching opportunity?

One take-away was to address which answer was correct when a correct answer and incorrect answer
were presented. In the lesson, I was about to go on with the lesson once the correct answer was
presented, but I should have addressed which answer was correct. Another take-away was to not just
call on people who are raising their hands. By doing this, all students will have to stay engaged since
they all have an equal chance at getting called on.

3. What goal(s) will you target for development between now and your next coaching session?

I will work on addressing students’ misconceptions while in the moment. This is important because I
may know the right answer, but the students might not. By addressing misconceptions and which
answer is right or wrong, students will come out of the lesson with more clarity. I will also work on
pacing myself through the lesson. When I taught, I spent too much time on the application problem and
in turn had to speed up the actual lesson. In the future, I will make sure to keep track of time while I
teach.