The reflection conversation plays an important role in the observation/teaching/ professional learning process. In this reflection conversation, we will see Andy Frankel, the teacher, and Melita Alston, the principal, immersed in an opportunity for BOTH educators to learn and grow through CELEBRATIONS/ CONCENTRATIONS of teaching and student learning.
Pay special attention to how Melita supports Andy’s self-reflection of “what worked for student learning” and “possible improvements” by giving him first voice. Melita listens carefully, confirms his reflections with specific student data that she had collected during the observation. She shares her notes with him and then builds on Andy’s reflection by offering additional observation “noticings”. These “noticings” included level of support provided in two different ability groups and additional challenge provided to “high flier” math group.
Next steps are woven into the collaborative conversation based on The Framework for Teaching Components as the teacher determines “stretch” areas with a focus on technology, which links back to his Professional Learning Goal. Melita and Andy then collaboratively discuss what are some possible low-tech tools that could be “just right” in other math lessons (Component 4a: Reflection on Teaching’s The teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness; Distinguished; AND Cluster 5-Successful Learning For All; In reflecting on the lesson, the teacher has specific ideas about how the lesson could be improved. The teacher cites student assessment data that will be taken into account in future planning; BOTH Distinguished)
