Post-conferences are an integral part of the evaluation process. Collecting evidence during an observation is key when providing specific examples for the teacher’s continued growth.
For this assignment, read “Case Study: Mr. Roth.” Based on this scenario, write a 500–750 word summary answering the following questions:

Observation Reflection Questions:

• Which overt activities by Mr. Roth established a positive rapport with his students?
• How would you describe the classroom environment and climate?
• What instructional strategies were utilized during this lesson?
• Describe the student engagement strategies utilized by Mr. Roth and discuss their effectiveness.
• What strategies, if any, were used to differentiate instruction during this lesson?
• Identify the elements of this lesson that required students to use higher-order thinking skills.
• How did Mr. Roth use technology? Was it effective?

Post-Conference Preparation Questions:

• What questions might you ask Mr. Roth to determine his evaluation of the lesson?
• What positive feedback would you give Mr. Roth regarding this lesson? Why did you select to share this feedback?
• What constructive feedback would you give Mr. Roth for this lesson? Why did you select to share this feedback?
• In addition to the constructive feedback that you gave Mr. Roth, how might you suggest incorporating technology to enhance student engagement?
• What additional questions or comments might be appropriate for this post-conference?

Provide a minimum of three scholarly resources to support your feedback.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Case Study: Mr. Roth

Teacher: Mr. Roth

Teacher Experience: 4 Years

Grade: 11

Subject: U.S. History

You arrive at Mr. Roth’s classroom 3 minutes before the bell rings. You observe Mr. Roth in the doorway of the classroom greeting students by name as they come in. You hear him talking with students about non-curricular topics such as how the game went last night and asking about their weekend plans. Students spoke freely with Mr. Roth and seemed genuinely engaged in their short conversations with him. While waiting for the bell to ring you noticed posters on the wall regarding historical figures and events as well as a small area with student created political cartoons depicting the different freedoms outlined in the Bill of Rights.

When the bell rang, most students were seated at their desks. Mr. Roth put up a bell ringer question of the day that asked students to summarize the power of the Judicial Branch in their own words and to react to the following statement: “The Judicial Branch is the most powerful branch of government.” Most students took out a blank sheet of paper and began to work. Two students were slow to get started. Mr. Roth moved over to each student individually and softly reminded them of the expectations. After being addressed by Mr. Roth, both students immediately got their materials out and began working. As the students were working, Mr. Roth took attendance, and met with a student that was absent the day before regarding make-up assignments. He then moved throughout the room and looked over students’ shoulders as they were responding. After approximately seven minutes, he asked the class for volunteers that wanted to share what they had written. Several students raised their hands and shared their responses. Mr. Roth commented briefly on each response and called on two students randomly as well to share what they had written. He then asked students to clear their desks and take out a pen.

Mr. Roth announced to the students that although they had already learned that the Judicial Branch interprets the Constitution, it is important to know where and how the Supreme Court actually acquired this power. He then distributed a summary and guiding questions on the case, Marbury vs. Madison (1789). Mr. Roth shared the day’s objective: Students will be able to explain the concept of Judicial Review and how the case of Marbury v. Madison established this power of the Supreme Court. Prior to reading, he asked students to skim the summary and look for key words, titles, etc. that would give them an indication of what the case was about. This activity lasted 3 minutes. He then asked them to share their predictions with their neighbor. As the students did this, Mr. Roth moved through the class and listened in on the conversations. Next, he chose a few vocabulary words from the summary that he thought many of the students would need clarified and were essential to fully understanding the reading. He briefly went over those with the class and checked for understanding by asking students to provide synonyms for the words, first individually and then sharing their words with the class.

Next, he broke the class into small groups of 3-4 students per group based on their proximity to each other. Students moved quickly into their groups with little loss of instructional time. When the groups were formed, he told the students they had 10 minutes to read the summary and answer the guiding questions. During the independent reading portion, he moved around the room to answer any questions about the reading and check to see how students were progressing through the questions. Two of the groups started to get off-task and chatty, but when redirected by Mr. Roth they returned to their work quickly. After all of the students had completed the reading and were working on the questions, Mr. Roth told the class they could now talk about the questions in their small groups. Students could either choose to write down the answers that were discussed in the group, or their own answers if they were not in agreement with their group’s answers.

After the students had answered the questions collaboratively, Mr. Roth got the students attention at the front of the room, by stating, “let’s come together and discuss your answers.” He assigned each group one or two questions they would need to share with the class. As each group shared their answers, he asked if the entire group agreed with the answer and called on other groups randomly to share whether they agreed or disagreed and how the answer given differed from their group’s answer. During this activity, Mr. Roth also reinforced key concepts.

To conclude the lesson, Mr. Roth asked students to go back to their bell ringer question and see if they still felt the same about their answer regarding whether the Judicial Branch, specifically the Supreme Court was the most powerful branch of government. As a ticket out the door, he asked each student to predict what our government or the U.S. as a whole might look like if Marbury v. Madison was decided the other way and if Judicial Review did not exist. Mr. Roth collected these responses as the students exited the classroom.

 

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University of Phoenix Material

Professional Development Plan

This assessment is aligned to the following the InTASC Model Core Teaching Standards:

· Development, articulation, implementation of professional development at your school site

· Planning, collaboration, and implementation

· Goals and topic(s) of the session

· Presentation

· Session assessment/plans for ongoing professional development

· Reflection

Directions

Using the vision of a school, state curriculum standards, school improvement goals, and student achievement data, integrate your own vision of student learning into a professional development session that will help a selected group of teachers increase the academic gains of their diverse classroom populations.

Plan, collaborate, and facilitate a professional development session for a group of teachers that relates to curriculum standards, instruction, and/or assessment of learning. Include the following:

· A needs assessment of the area you have chosen (based on student achievement data)

· Goals for the session, a communication plan for the school and the community, activities that are research-based, and an assessment (aligned with session goals)

· Future plans for on-going evaluation and monitoring

Include consultation and direct communication with stakeholders (teachers, administrators, community, families, and others) and how you would use the media, technology, and both human and fiscal capital to organize and implement the session. Provide examples of the types of professional development opportunities that could be assisted by collaboration with the various groups.

Consider collaboration among the following groups:

· Staff and teachers at the school level

· Parents and community members in the school community

· Online with others in the teaching profession nationally and worldwide

The professional development session must be facilitated by you and must be a minimum of one-hour in length. After facilitating the professional development session, write a report that includes the following:

1. Development, articulation, and implementation of a vision of student learning

· Include how your vision of student learning supported the vision of the school

· Describe how you communicated your vision

· List the attributes that were needed to implement and promote your vision and explain how they were used to facilitate planning and implementation

2. Planning, collaboration, and implementation

· List the stakeholders involved in the process and their roles

· Explain how you included stakeholders to collaborate in the process

· List the planning steps you took prior to implementation and include how you organized and developed your plan using technology applications

· Discuss issues of school climate or culture uncovered during planning and who you included in the discussions of your findings

· Describe how you used internal and external resources to implement your plan

3. Goals and topic(s) of the session

· Identify the goals and topics for the session and how they align with the district/school’s improvement goals. Goals and topic(s) must be related to curricular, instructional, and/or assessment issues

· Explain how you used student demographic data and other school/community contextual data in preparing the session

4. Presentation

· Provide the arguments and/or evidence that supported the need for the professional development session, including relevant student achievement data

· Provide detailed information about the activities used in the session and why you chose those activities. Include information on the sequence of delivery and timeframe for activities.

· Implement best practices and applicable resources during the session

· Apply social and educational opportunities for the school, community, and outside sources

5. Session assessment and plans for ongoing evaluation

· Provide a copy of the assessment that was completed by participants during/after the session.

· Report and analyze the assessment results.

· Provide information and a plan for gathering data, monitoring and evaluating your plan at the school level

6. Reflect on your experience of planning, collaborating and facilitating the professional development session. Consider the following questions in your reflection:

· What challenges did you face during the planning phase? How did you overcome them?

· What went well during the session?

· What would you change if you facilitated a session like this in the future (and why)?

· How effective do you feel the session was (and why)?

· How will your efforts benefit teachers, students, families, and community?

· What roadblocks and possible solutions to developing collaborations did you consider?

· How will professional development improve student learning opportunities?