2. Learning
Objectives
● Review the steps of the eCoaching
process
● Address ways to facilitate the
steps, including technology, as
needed
● Describe Step 2 of the eCoaching
process: the pre-coaching
observation
4. Step 2: Pre-Coaching Observation
➔ Lesson (face-to-face, virtually, recorded)
➔ Also consider observing:
◆ Planning meeting
◆ Parent meeting
➔ Communication with families
5.
6. Questions to Consider:
Lesson Plan Review
➔ Does the sequence of instruction align with an identified
teaching objective(s)?
➔ Are the objective(s) clearly written, manageable, and measurable?
➔ Based on what was shared during the initial conference in Step 1,
does the instructional sequence in the lesson plan match the
developmental needs of the learner(s)?
11. Idea description
Now that we have justified audience’s attention to the idea, we can use this slide to summarize our
description
Editor's Notes
Hello and welcome to the first video of Module 2: the Pre-coaching observation.
In the first module of this series, we provided a general overview of eCoaching, research evidence to support eCoaching practices for teacher candidates, and the role of the coach. In this video of Module 2, we will:
Review steps of the eCoaching process
Address ways to facilitate the steps, including technology, as needed
Describe Step 2 of the eCoaching process: The pre-coaching observation
Recall from Module 1 (video 2), that Step 1 of the eCoaching process, is the initial conference.
We are now ready to look closely at Step 2 of the eCoaching process, a Pre-coaching Observation. The purpose of Step 2 is to observe and gather objective data about the teacher candidate’s teaching. But remember two important parts to this Step.
First, the coach should request to observe when the teacher candidate is actually responsible for delivering instruction either individually or as a co-teacher with the mentor teacher.
Second, there should be a lesson plan for this instruction. The coach should see the teacher candidate’s written or digital lesson plan at least 24 hours before the lesson is delivered. Prior to the observation, the coach can look for a plan that appears ready for implementation. For example, does the sequence of instruction align with an identified teaching objective(s)? Are the objective(s) clearly written, manageable, and measurable? Also, based on what was shared during the initial conference in Step 1, does the instructional sequence in the lesson plan match the developmental needs of the learner(s)?
(Note: put these questions on screen?)
The pre-coaching observation, or Step 2, entails the Coach observing the Teacher Candidate’s classroom. The observation should be at least 30 minutes in length and the Coach should see the Teacher Candidate actively teaching a lesson to students with disabilities. This may be in-person, a live virtual observation using video conferencing, or a video recording of the lesson. For more about how a teacher candidate can video record their own lesson, please refer to page 3 of the DLDTimes feature article reading in this module.
The focus of the observation should be on behaviors and routines. See the readings section of this module for a list of potential teaching behaviors to target during the observation. Take the time to print it out or have it close by. You will need to refer to this document later during the Do portion of this module. Note that on this list of teaching behaviors, we have two overarching categories that eCoaching can support: Part A refers to the Lesson Plan Review and Part B refers to the Classroom Instruction. Let’s look at both.
First, in order to use Part A, the coach should observe the lesson plan provided by the teacher candidate prior to implementation. Using the list of items under Lesson Plan Review, the coach may have been puzzled by the given lesson objectives and the sequence of instruction provided in the teacher candidate’s lesson plan. The coach can make notes in the comments column in Part A as a reminder to listen and look for the number of times students may ask clarifying questions or express confusion with a given assignment. If the coach has concerns about the content of the lesson, specific learning activities, formative assessment activities, or broader classroom management techniques, he or she must consider coaching during planning for the Teacher Candidate. This will look different from coaching during instruction.
After gathering relevant data from the lesson plan and completing Part A, the coach can move to Part B in order to keep data on high frequency instructional behaviors during the classroom observation. These may be a source for coaching goals. The behaviors might include the number of student-teacher interactions, number and type of feedback statements, number of opportunities to respond given, evidence of sufficient modeling, and/or general classroom management behaviors such as directions given, routines completed, transition time. Most of these behaviors are commonly recorded in classroom observations.
These specific observations and objective data about a teacher candidate’s instructional behaviors gathered from Step 2 of the process will be used in Step 3 of the eCoaching process to Identify Multiple Goals.
In this first video of module 2, we:
Reviewed steps of the eCoaching process
Addressed ways to facilitate the steps, including technology, as needed
Described Step 2 of the eCoaching process - the Pre-Coaching Observation
With this information, you are ready to use data from the Pre-Coaching Observation and start Identifying Multiple Goals!
