Justice-Focused
Field Supervision
Actively Observing Practice Together�Cross-Cutting Themes Coaching Cycles
Proposed Changes
Intern I: 3 documented observations
Option for first observation: actively observing practice together (pre-conference, field supervisor and intern side-by-side observing students and post-conferencing.) This establishes a relationship and set of practices of coaching to build throughout the semester.
One observation: observing intern work with a small group or individual student with a pre- and post-conference.
Another observation: observing whole group or small group instruction that is more formal* (e.g., math group, guided reading group, read aloud, etc.) with a pre- and post-conference.
Formative 3-way conference at the end of semester.
Intern II: 4 documented observations
Option for first/another observation: actively observing practice together (pre-conference, field supervisor and intern side-by-side observing and post-conferencing.) This establishes a relationship and set of practices of coaching to build throughout the semester.
2 observations: observing whole group or small group instruction that is more formal* (e.g., math group, guided reading group, read aloud, etc.) with a pre- and post-conference. Could be combined with a three-way formative conference.
4th observation: observing whole group instruction* with a pre- and post-conference.
Formative 3-way conference at the end of the semester
Actively Observing Practice Together
On Active
“Active” means the coach is involved in the observation and learning together with teachers.
An active observer is one who takes time to arrange how they might engage in an observation, which includes building relationships with a school, teacher, and learners. An active observer is one who is in person, participating in a morning meeting or sitting with a small group of learners while they work. An active observer could also be watching a recording with another person to coach. For us, “active” shifts the coach from an outsider to someone who may be problem-solving, celebrating, asking critical questions of the learners, and collaborating to adapt.
On Practice
When we talk about observing practice together, we must consider what we mean by practice. What does it mean to practice teaching?
On Together
This coaching tool is not done for or to teachers (i.e., more traditional evaluative observations, or passive reports of instruction), but something done with others, in a community.
Actively Observing Practice Together
Intern/ST
Observing practice with a coach or mentor to build a sense of asset-based and student-centered reflection
Field Supervisor
Coach and mentor; may choose to do this as instructional rounds
CT
Learning alongside to use this tool as a coaching tool
Students
Focus of the shared observation
Moving Away From the Passive Observation
Turn and talk: What do you notice about the position and location of the “observer” in each of these photos (the person behind the camera?) What can they see (or not see) from there?
Photo 1: Photo 2:
Actively Observing Practice Together
Three Ways
What does it mean to actively observe practice together?
Between teachers in a co-teaching environment,
Between a coach and others when a coach observes their own practices transparently,
And when a coach is observing a teacher as an outsider to the classroom with an intern/student teacher.
�Chapter 3 from forthcoming book about Justice-Focused Coaching by Wetzel, Holyoke, Alexander, Dunham & Collins
Before Beginning:
The Coach Reflects
● Do I know the teachers and children I am working with already?
● How am I, or will I foster trusting relationships?
● Who could I bring in to actively observe practice together, to expand the possibilities of this tool?
● How might I vulnerably engage in justice-focused reflections of my own practice?
● How do I think this will go? Why?
How will I reorient our observations towards issues of justice if we lose focus?
Pre-Conference: The Coach Reflects with Intern/ST
For CT/Interns: How are we able to ensure we are both having opportunities as observers/coaches/teachers and it is bi-directional? Will we take turns to start?
Observing Practice Together
Observation Tool for both Intern/ST and Coach to Use
Observation Date: Who is Present, what are their roles?
Mode of Observation (circle one)
Live Video
Context (circle one)
Co-teaching Transparent Observer Outside Observer | ||
What action was observed?
| What was the purpose behind the action?
Note: Here you might include what children say the purpose of the actions were, your own noticings and the teachers’ reflections of their purpose. Together you can compare the intent vs. the impact. | What happened?
Note: You might reflect here on what happened because of the action. Were learners provided choice in their learning? Were they able to have agency in their learning? |
|
|
|
Post-Conference Reflection
Reflective Questions
What did you notice in your observations?
& EVIDENCE
Thank you to students in 398T (field supervisors) and 385G (cooperating teachers) in Fall 2021
Cross-Cutting Themes and Coaching Cycle
Pre-Conf
Post-Conf
Coaching Cubes
Introducing Play into the Coaching Cycle, as well as informal visits to interns and student teachers
Link to cubes