The document outlines the procedures and tips for conducting pre- and post-observation conferences between teachers and assessors to enhance teaching practices. It emphasizes building trust, maintaining a supportive atmosphere, and actively listening to teachers' concerns while addressing various emotional responses during discussions. Key guidelines include effective supervision, collaborative observation tool selection, and recognizing personal bias in interpretation.

1. PRE & POST OBSERVATION
CONFERENCE

2. Pre-observation
Conference

3. Pre-requisites
 Trust
 Rapport
 Common understanding and definition of
components of effective lessons

4. Focus the Conferences
 Explain effective behavior
 Identify ineffective lesson segments
 Expand a teacher’s repertoire by focusing on alternative
teaching strategies the teacher might have used
 Develop alternative procedures for ineffective strategies
 Promote and expand the growth of excellent teachers
Conferences can

5. Pre-observation Questions
1. How can I be help to you?
2.What specifically do you wish me to look for?
3.What specifically do you wish me to know?
4.Is there a particular student you would like me to watch?
5.What are your objectives and expectations for the
lesson?
6.How long would you like me to observe?
7.When can we get together after the lesson?

6. Ask Probing Questions
 Probe; don’t cross examine
 Probe; don’t coach
 Inquire; don’t challenge
 Uncover; don’t trap
 Draw out; don’t pump
 Guide; don’t dominate
But remember

7. TIPS for the Assessor
 Notify the teacher in a tactful, nonthreatening manner
 Review information from the assessment process prior to
the conference
 Identify and review key points from the interviews and
observations that will be discussed during the conference
 Schedule the conference at a convenient time and set a
time limit
 Organize all forms and materials prior to the conference

8. Creating a Positive Atmosphere
 Don’t let the desk be a barricade - arrange two chairs
together in front of the desk or sit at a table
 Begin the conversation in a friendly and informal manner
– thank the teacher for participating
 Be goal oriented and accomplish the identified task -
remembering time can slip away
 Don’t press too hard if the new teacher is terribly
resistant or threatened – change is stressful
 Should the teacher become overly emotional -
reschedule the conference

9. Post Conference Questions
1. How do you think the lesson went?
2.Can you recall what the students were doing that
made you feel this way?
3.What do you remember about what you did or the
strategies you used?
4.How does this compare with what you expected
would happen?
5.Would you like me to share what I observed?

10. Five ways to display active listening
1. Paraphrase feelings accurately – make a statement
labeling the feeling heard in the statement
2.Paraphrase content accurately – repeat the content of
what is heard in own words
3.Used door openers – “Tell me more…”; “Sounds
interesting”
4.Use acknowledgement responses – “Mm-mm”; “Yes”;
“Right”; “Certainly”
5.Use non-verbal – Look at the person; nod head; lean
forward

11. Teacher begins crying
 Let the teacher cry; then try to reassure
 Offer a tissue; remain silent for a while; use a soothing tone of
voice
 In extreme cases, stop the conference and reschedule for
another time
 Try to change the subject; find something in common or
something positive to discuss
 Don’t be overly sympathetic; do try to complete the conference

12. Teacher is angry
 Smile and give positive response
 Ask, “Is there anything you would like to discuss before we begin?”
 State, “Remember, we are here to work together”
 Be confident; maintain good eye contact
 Put some distance between you and the teacher
 Don’t argue
 Don’t allow the teacher to be abusive
 Ignore offensive language
 Remain CALM

13. Teacher shows confusion
 Ask – “Would you like for me to clarify
something?”
 Rephrase the statement
 Ask – “What is the nature of your confusion?”
 State – “I’ll help if I can, or if I don’t know, I’ll find
the answer

14. Teacher is frustrated
 Try to minimize stress by talking informally for a brief time
 Take a short break, if possible
 Explain that perfection is not expected
 Emphasize strengths
 Try to identify the cause of frustration
 Be supportive
 Try to make a positive statement

15. Teacher receives suggestions, but
becomes defensive
 Use another term for “need” such as “area to strength, “ area for
refinement” or “area for improvement”
 Prepare the teacher during orientation to expect suggestions
 Emphasize that everyone can improve
 State – “This is on area I noticed that you might want to work on”
 Ask – “Could you add something to this suggestion?”
 Encourage the teacher to express his feelings

16. Be an Empathetic Listener
 Demonstrate an open, accepting attitude through body
language and furniture placement
 Give the teacher complete attention during the
conference on the teacher’s words and body language
 Limit remarks – let the teacher do most of the talking
 Listen and look for feelings
 Help the teacher stay on the subject

17. Be an Empathetic Listener
 Don’t think ahead planning an answer – think about what the
person is saying
 Don’t attempt to analyze the teacher
 Don’t judge or categorize the teacher or form a biased
opinion
 “Don’t tell a teacher “not to feel that way” – that is beside the
point – the fact is the teacher does feel that way
 Don’t complete sentences for the teacher

18. Ten Guidelines
of Observation

19. 1. Effective supervision
is about engaging teachers in reflective
thinking and discussion
based on insightful and useful
observation, not on evaluation

20. 2. Supervision…
 Enhances teachers’ thought & commitment
to instructional improvement
 Relies on the use of observation instrument
 to provide teachers with information about
their classrooms.

21. 3. Observation is two-step process:
1. To describe what has occurred.
2. To interpret what it means.

22. 4. Too often, we jump into what has been
termed the interpretation trap.
 We jump to conclusions about a particular
behavior before describing that behavior.
 When we interpret first, not only do we lose
description of that event but also we create
communication difficulties that might result in
teacher resistance.

23. 5. The precise observation tool or technique should be
chosen collaboratively between teacher and supervisor
 However, in most cases, the teacher ultimately
should determine the instrument to be used.

24. 6. Observing the classroom is not necessarily an
objective process. Personal bias should be
acknowledged and discussed
 Although two or more individuals may agree on what has
occurred (during the description stage), they might interpret
its meaning differently
 Personal experience, beliefs, and prejudices can lead to
misinterpretation
 Awareness of the possibility of personal bias is the first step
toward interpreting classroom behavior effectively and as
objectively possible.

25. 7. Observing takes skill and practice
 Quite often, we interpret as we observe. If these
tools of observation are to be effective, then you
must practice separating interpretation from
description.

26. 8. Be aware of the limitation of
observation
 No observer can see or notice all interactions.
Attempts to do so lead only to frustration and
confusion.
 Start observations in a limited setting with a
small group and observe one specific
behavior. E.g. quality of teacher questions

27. 9. Disclosure is an essential element for
successful observation
 Prior to entering the classroom, the observer
should discuss arrangements with the teacher:
- where to sit in the classroom,
- how to introduce the observer to students,
and so on.

28. 10. Don’t draw conclusions based on
one observation
 Teachers have “bad” days and lessons
sometimes don’t work.
 Students, too, may have “bad” days
 Multiple observations with different foci are
necessary.