1. Analyzing a model for alternative
assessment and transformative
teaching
Normal School Instituto Jaime Torres Bodet
BA Program of EFL Teachers for Secondary
Education.
Cuautlancingo, Puebla.

2. Student-Teachers

3. Something to think
about...
In teaching for transformation,
teachers set the stage and provide
the environment in which the
student can articulate and critically
reflect on their assumptions and
perspectives.
Patricia Cranton

4. Background
 The Normal School Instituto Jaime Torres is
a school in charge of training EFL Teachers
for Secondary Schools in Mexico. It is located
in Cuautlancingo, Puebla.
 The Teacher Education programs for
Secondary Schools have been in Mexico for a
very long period of time.
 4 years program

5. Background
 Intensive Teaching Practicum Periods
in the fourth year
 Teaching Practicum 300 hours
 Distributed in periods of 4 weeks at the
Secondary School vs 3 weeks in the
Normal School.
 3 Modules of Evaluation per semester

6. Background
 Taller de Diseño de Propuestas
Didácticas y Análisis de Trabajo
Docente I y II
 Trabajo Docente I y II

7. Research Question
 What would be the best way
to assess pre-service teachers
and promote transformative
teaching?

8. Introduction
The transformative teaching
process promotes valuable
changes in teachers‟
thinking, beliefs, ideas, and
actions.
Brenes, Cabral, Delgado, Encinas, Salazar, Tomas-
Ruzic, Sánchez (2008: 14)

9. Clinical Supervision
 Clinical Supervision is frequently defined as
a formative assessment process involving a
pre-conference, observation and post-
conference cycle (Glickman and Bay, 1990).
 Morris Cogan, cited by Acheson and Gall
(1977) defines a model for conducting the
observation of a teacher as “the rationale
and practice designed to improve the
teacher‟s classroom performance” (p. 9)

10. Clinical Supervision
 As a father of Clinical Supervision,
Cogan believed that data had to be
collected from the teacher in the
classroom.
 The Supervisor and the teacher
collaborate to plan programs,
procedures and strategies aimed to
improve the teacher „s classroom
behavior.

11. Participants
 13 Participants
 8 women & 5 men
 Pre-service English Language
Teachers in 7th and 8th semesters.

12. Clinical Supervision in the Humanistic Evaluation Model

13. Clinical Supervision in the
Humanistic Evaluation Model
 STAGE 1: Pre Conference
 STAGE 2: Observation session
 A) Teaching the lesson
 B) Classroom management
 C) Rapport and communication with learners
 STAGE 3: Data Analysis/Evaluation session
 STAGE 4: Post conference/Feedback session
 STAGE 5: Post Mortem Session

14. 5 Phases of Clinical
Supervision
 Stage 1 (Pre-Conference).
 The reason and purpose for the
observation
 The focus of the observation
 The methods and form of observation
to be used,
 The time of observation
 The time for post-conference

15. Clinical Supervision
 Stage 2 (Classroom observation)
 Teacher‟s performance
 Data collection
 Analysis and interpretations are made
 Stage 3 (Evaluation)
 Reviewing the results of the observation
 Identify the strenghts and areas of
concern

16. Clinical Supervision
 Stage 4 (Post-Conference)
 The supervisor and the teacher collaboratively
review and analyze the observed lesson
focusing on both the strenghts and areas of
concern.
 Stage 5 (the Post Mortem)
 The supervisor and the teacher agree upon the
next plan of action and decide on reasonable
time lines agreeable to both.

17. Pre-service teacher
experience

18. Pre-service Teacher
experience
 BEFORE USING THE MODEL .
 There was little communication between the
supervisor with the pre-service teacher.
 The assessment was not qualitative.
 The teaching practicum was not focused on
transformative teaching.
 There was not focused areas in the observation
sessions

19. Pre-service teacher
experience
 WHILE USING THE MODEL.
 The use of a diagnostic format was really useful for
me, the supervisor and the tutor.
 The use of five formats.
 There was more communication between the
supervisor and the pre-service teacher.
 The assessment was more qualitative.

20. Pre-service teacher
experience
 AFTER USING THE MODEL.
 Put into practice new abilities into the classroom.
 Change in certain areas which were not noticed before.
 Improvement in certain areas of teaching practicum.
 Following the formats helped me to realize the areas
where I needed to pay more attention during my classes.
 The main objective was obtained (transformative
teaching.)

21. Conclusions
 The pre-service teachers are under continuous reflection
 The process takes place before, during and at the end of
the teaching practicum periods.
 The pre-service teachers have the time to share their
experience with the supervisor
 The supervisor and the pre-service teachers analyze the
formats for observation (Domains 2 , 3 & 4)
 The pre-service teachers analyze the reflection formats
(Domains 1, & 5)

22. Conclusions
 The opinions expressed in the formats showed a
real reflection upon their teaching practicum
 The self-reflection promotes the transformative
teaching process
 The Formats used to guide the teaching practicum
process promotes a more objective evaluation.
 The Evaluation process is more centered into
qualitative aspects rather than quantitative.

23. Speakers:
 Supervisor: • Student-Teacher:
Ignacio Delgado Victor Manuel Rivera
Castellanos Guzmán
English Language Teacher
English Language Teacher for Secondary Education
and Teaching Practicum
Supervisor
nachodc73@hotmail.com vic_8786@hotmail.com