ESE TEACHER CANDIDATE COACHING CYCLE
Part 1: Observation Planning Tool – Beginning of Cycle
1. Step 1: Field/Intern Teacher Candidate completes and emails CC Part 1 to mentor/supervisor prior to conference
2. Step 2: Pre-observation conference held to discuss details presented in the planning tool and review lesson plan
3. Step 3: Observation Planning tool is revised based on collaborative conference and feedback from mentor/supervisor
4. Step 4: Email final copy prior to observation.
Name of Intern: Hayley Davidson
Name and Title of Mentor/Supervisor/Coach: Kara Omesol
School: North Florida School of Special Education
Content Area of Focus: Language Arts
Description of class: High School Special Ed
Date of Pre-Conference Planning: 11/18/22
Key Components Evidence of Demonstration
Identify/review areas of focus linked to the instructional Strengths:
framework (FEAPs) and HLPs. 1. Organization
2. Communication Skills
1. Consider your strengths related to your 3. Patience/ positive praise
teaching/classroom practice. What evidence 4. Attention seeking behavior
supports these strengths? (Factual and objective)
2. Consider your areas of needed Growth related to
your teaching/classroom practice. What evidence Areas of Growth:
supports these strengths? (Factual and objective) 1.Tracking data
3. Review the FEAPs and HLPs and based on your
areas of needed Growth, which FEAPs and HLPs 2. Keeping students engaged or on task
will you focus on that address your greatest priority
for needed Growth? 3. Technology/resources to add to my lessons
4. Be sure to include the full FEAP and HLP language
4. Being Innovative and trying new things
FEAP/HLP Connection
1.Uses a variety of assessment tools to monitor student
progress, achievement, and learning gains.
2. Instructional Strategies
3. Deliver engaging and challenging lessons.
Identify data that should be collected around the area of Data to Collect:
focus “look fors” linked to the instructional framework 1. Calling out
(FEAPs) and HLPs 2. On task behavior
3. Behavior management
1. Considering your areas of needed Growth
described above, what data should the How Data will be collected:
mentor/supervisor/coach collect for EACH area of
Growth? 1. Tally marks
2. How will the data be collected? (e.g. Tally marks,
Transcripts, Response time, Charts, Student work)
3. What will it look like when the anticipated Description of anticipated outcome/progress:
outcome/progress is accomplished? Based on the information provided it will help me collect data
on these students who struggle with on task/calling out
ESE TEACHER CANDIDATE COACHING CYCLE
behavior.
Determine observation time and logistics Agreed upon date/time for observation: 11/28/22
*Lesson plan will be submitted 2 days prior to observation Where is the scheduled observation going to take place?
(actual physical location details or Virtual details): Virtual
Other important information:
Application of Growth Mindset Evidence of Demonstration
List strategies for fostering a growth mindset
Growth Mindset Strategies:
1. What are the strategies you will use to engage in a 1. Accepting it’s okay to make mistakes and keeping my
growth mindset throughout the cycle? (*Provide AT students engaged or on task.
LEAST ONE source and the link from the literature
(use APA style) 1.
2. What evidence will the mentor/supervisor/coach
look for that shows you are engaging in a growth Wiebelhaus SE, Hanson MF. Effects of Classroom-
mindset? Based Physical Activities on Off-Task Behaviors and
Attention: Kindergarten Case Study. Qualitative report.
2016;21(8):1380-1393. doi:10.46743/2160-
3715/2016.2448
https://unf-flvc.primo.exlibrisgroup.com/permalink/
01FALSC_UNF/14genmd/
cdi_crossref_primary_10_46743_2160_3715_2016_244
8
Teachers’ responses to student mistakes. Teaching
and teacher education. 2013;33:56-68.
doi:10.1016/j.tate.2013.02.003
https://unf-flvc.primo.exlibrisgroup.com/permalink/
01FALSC_UNF/14genmd/
cdi_proquest_miscellaneous_1449098304
Evidence to Collect (Look Fors) during Observation: On
task behavior, calling out, and participation.
Missed Opportunities to Ask Open-Ended Questions Negative Tone (Calling out)
Open-Ended Question (Tally Mark) (Tally Mark/Example)
ESE TEACHER CANDIDATE COACHING CYCLE
111111 (n=6) 1111111111111111111111 11111 (n=5)
11111111111 (n=34)
“Who would like to read out “Does everyone see that?” You quickly redirected the
objective” v. “Can anyone” student to speak and respond
when called.
“Is the prefix sub-or -marine?” “What is a submarine?” Thanking student for raising
hand.
Some of these “missed “Who can read the prefix page?” Some calling out when you
opportunities” were necessary for asked about “pedicure”
scaffolding.
Examples of questions to ask: “Where does the prefix go, “If you need help, raise your
again?” hand”. This helps them know
How will I know that you what to do to decrease calling
are paying attention? out.
How do you know that
dislike means “not like”? -later, a student needed help and
What does the prefix tell just talked to you without raising
us about that word? their hand. Are the expectations
always flexible like this? [front left
with glasses] he spoke out twice
“Does anyone know…” one You asked, “Is everybody done?”
student [Will] kept raising their and there was some calling out
hand. after that.
“What does [prefix and base word] Several voices calling out when
mean?” You can extend this you were explaining the exit
further to higher order questions ticket procedures.
like, “How do you know?” or “What
other words can you apply this You mitigated this throughout the
prefix to?” lesson by explaining
expectations during most times
of transition/change in
expectations.
“Can someone tell [student] what I
said about the worksheets?”
This strategy can work during
instruction, too!
Growth Mindset
Other Notes
“Good job” v. behavior-specific praise
o “Thank you for raising your hand”
The prefix video could have worked in the beginning of the lesson or at the point where you
showed it.
Part 2: Observation Data Collection Tool – Evidence for targeted feedback
Completed by Mentor/Supervisor/Coach doing the observation
1. Step 1: Observation is held based on the parameters determined in pre-conference
ESE TEACHER CANDIDATE COACHING CYCLE
2. Step 2: Mentor/Supervisor/Coach completes CC Part 2 using factual, non-judgmental, targeted observational feedback
3. Step 3: Completed Part 2 is emailed to Teacher Candidate prior to Post-conference
Name of Intern: Hayley Davidson
Name and Title of Mentor/Supervisor/Coach: Kara Omesol
Date, Time and Location of Observation (School-based or Virtual): Virtual
Content Area: Language Arts
Lesson Objective/Purpose: Strengthen vocabulary skills using prefix and root words
Topic of Focus (From Pre-Observation Planning): Prefix
Key Components Evidence of Demonstration
Area of focus (as determined from the pre-observation Areas of Focus:
meeting) linked to the instructional framework (FEAPs)/HLP
1.Tracking data
1. List the areas of focus for observation as
determined by the pre-conference meeting in Part 2. Keeping students engaged or on task
1.
3. Technology/resources to add to my lessons
4. Being Innovative and trying new things
Noticings/Observation Evidence: Noticings/Evidence for Data Collection:
1. Document your noticings/evidence around the 1. Calling out
identified area of focus during observation, as a. Doing well:
determined by the “Look Fors” identified in Part 1. i. Presenting behavior expectations
(Use factual, non-judgmental language) for students for each element of
2. Note what the Teacher Candidate is already doing the lesson
well as it relates to the focus. ii. Calmly redirecting students when
3. Note what the Teacher Candidate is on the verge
they called out.
of doing well as it relates to the focus.
iii. Planning for calling out and looking
4. Create Data display
for strategies to mitigate this
iv. Calling on students who have
raised hands
b. On the verge:
i. Maintaining consistent behavior
expectations for raising hands
ii. Keep working your plan to
minimize calling out.
2. On task behavior/questioning
a. Doing well:
i. Using a variety of questions to
keep students engaged and
thinking about the content
ii. Redirecting students to task when
they started to get off track or got
out of their seat
iii. Helping students keep one another
ESE TEACHER CANDIDATE COACHING CYCLE
on track with questioning
iv. Using closed questions or multiple
choice to provide scaffolding.
b. On the verge:
i. Include some higher-order
questions that you pre-identify and
write out in your lesson plans.
ii. Seize opportunities to ask probing
questions and have students
explain their thinking.
3. Behavior management
a. Doing well:
i. Remaining respectful and calm
throughout the lesson
ii. Setting behavior expectations for
each element of the lesson
iii. Being explicit about how students
should be asking for help and what
they should be doing when
released to independent work time.
b. On the verge:
i. Continue practicing behavior
management strategies across a
variety of contexts and class
periods.
Data Display : See Data Display above
Application of Growth Mindset Evidence of Demonstration
Noticings/Observation Evidence: Accepting it’s okay to make mistakes and keeping my students
engaged or on task.
1. Document your noticings/evidence around the
strategies the Teacher Candidate identified they Doing well:
will use from the Pre-conference o Keeping students engaged in the lesson
2. Note what the Teacher Candidate is already doing o Responding positively to students making
well as it relates to growth mindset. mistakes
3. Note what the Teacher Candidate is on the verge
On the verge:
of doing well as it relates to growth mindset.
o Being explicit in your communication with
4. ADD to the Data Display
students about being wrong and how to
correct their mistakes and learn from them.
Determine time and logistics for targeted feedback Post- Date, Time and Location of Post-Observation conference:
observation conversation
12/1/22; Zoom; 11:40
Part 3: Post-Observation Targeted Feedback Conference Tool
Completed by Teacher Candidate during conference
ESE TEACHER CANDIDATE COACHING CYCLE
1. Step 1: Post-Conference is held and Teacher Candidate will take notes using Part 3 to document feedback
2. Step 2: Review areas of Focus during Observation
3. Step 3: Mentor/Supervisor/Coach reviews Part 2/Evidence collected during observation, using Data Displays
4. Step 4: Targeted feedback conversation related to the observation and Data Displays
4. Step 5: Teacher Candidate and Mentor/Supervisor/Coach discuss and reflect on the Data as it relates to teaching and learning
5. Step 6: Action Steps with Timelines are identified (Collaboratively or more directive depending on Teacher Candidate needs)
6. Step 7: Teacher Candidate Reflects in writing on the Coaching Cycle Process
Name of Intern: Hayley Davidson
Name and Title of Mentor/Supervisor/Coach Kara Omesol
Date, Time and Location of Post-Observation conference (School-based or Virtual): Virtual
Key Components Evidence of Demonstration
Review areas of focus during observation linked to the General Comments: Asking more higher order questions
instructional framework (FEAPs) and HLPs and even having some questions already listed in my
lesson. Behaviors specific to praise instead of saying great
job.
Review Data Displays from observation General Comments/Feedback: I found the data to be
interesting and nice to have. I didn’t realize how many
times one of the students answered a question. During my
lesson how many times I was shocked at how many open-
ended questions there was because during the lesson it
didn’t seem like that many.
Targeting Feedback conversation about observation Teacher Candidate Responses to Targeted Feedback
conversation: I agree with all the feedback, and it is
1. Mentor/Supervisor/Coach share evidence using beneficial in helping me grasp my lessons and teaching the
targeted, non-judgmental feedback. information to my students. I now know that I need to ask
2. To TCs: What do you notice from the data? more higher order questions during my lessons.
3. To TCs What are the strengths from the
observation?
4. To TCs Did you successfully meet your goals
related to the planned areas of focus? If yes, what Mentor/Supervisor/Coach Responses to Targeted
steps led to this success? If not, what was the Feedback conversation: I agree with all the feedback, and it
reason for not meeting the anticipated progress? is beneficial in helping me grasp my lessons and teaching
5. TC and Mentor/Supervisor/Coach reflect on Data the information to my students.
as it relates to Teaching and Learning
Action Steps Action Steps with Timelines for completion:
1. What steps should be implemented based on the 1. Ask higher order questions
target feedback conversation? 2. Behavior specific praise
2. What are the timelines for completion associated 3. Explaining classroom expectations and reviewing those
with the action steps? expectations
3. Include on PDP if needed Areas to add to PDP:
1. Behavior specific praise
Teacher Candidate Completes Written Reflection: Reflection
1. Set the context. Describe your initial focus and why
that was selected.
2. Reflect on new learning/understanding about the
focus area as a result of implementing the action
ESE TEACHER CANDIDATE COACHING CYCLE
steps in the targeting feedback conversation
3. Share evidence of impact to student learning and
teacher candidate performance
4. Reflect on the impact to the school goals
Discuss possible time and logistics for next coaching cycle Date, Time and Location of next Coaching Cycle: Finished
REFLECTION
I thought the lesson went really well. Some of these students can often get off task and script and pace. There
were a few times they got off tasked laughed or started calling out and I redirected them and praised the students for
raising their hands. I think it helped them having prior knowledge on prefixes and root words which was beneficial
because they participated. One of the students was very engaged in the lesson and I did call on him a lot but also called
on other students. I like giving every student an opportunity to answer a question. I liked how many of the students
raised their hands during the lesson because that is classroom expectations that we expect our secondary students to
have. I would like to continue to work on accepting its okay to make mistakes and making sure I add more higher order
questions into my lessons. I have learned a lot from these coaching cycles that will continue to help me improve my
teaching and make my classroom successful.
