Date: 1/17
Post-Observation Reflection (B-4)
DIRECTIONS: With your support provider, use evidence from the observation to capture key insights about your
teaching.
Post-Observation Key Insights:
Participating teacher reflection:
This observation gave me a lot of insight about my teaching. Although I am always a little nervous being observed by
anyone, especially an experienced teacher I learned that the process does not have to be scary. Prior to my observation, my
support provider reminded me that the purpose wasn’t to “ding” me for the things I was doing wrong. It was, however, to
highlight the areas that I am successful, point out my strengths, and allow me to work on areas that I need to improve. He
also relayed to me that he enjoys the opportunity to observe colleagues because he can get ideas from them to bring into his
own classroom with his students. This conversation helped to calm my nerves and reminded me to be myself and do what I
normally do in the classroom with my students.
Prior to my observation, I knew that my students were well aware of the expectations I had for them in my classroom, and
understood the procedures that were in place. My support provider confirmed this with me. He was excited to see that with
the ring of a bell and no other direction, my kids knew to collect materials from me. I was glad to know that my perception
was accurate.
Before being observed, I told my support provider that I wanted to know just how to meet the needs of all of my students,
ranging from English Learners to GATE students, and everyone in between. I shared with him that the class he was
coming to visit could be pretty quiet and reserved and I sometimes interpreted this as them being bored. After my
observation, though, my support provider said he didn’t sense this at all. He felt that I was talking to my kids at a level that
all, including ELs could understand, but I was also giving them higher level information that kept my advanced students
stimulated as well. He commented that I had fun, engaging activities in place that all of my students were interested in. He
did offer some ideas to use with my GATE kids in the future such as establishing a journal where they connect what they
learned in my math class to what they’re learning in other subject areas and in the real world. I thought this was a terrific
idea and plan to use it.
Finally, before coming into my class, I asked my support provider to observe the praise and encouragement I give to my
students as well as the one-on-one attention I give them. Because I feel that everyone can benefit from positive
reinforcement. I often thank my students for their contributions in this way. I want this encouragement to come across in a
way that is genuine, and helps my students to be proud of the work they are doing. I do not, however, want to come across
insincere. My support provider expressed to me that this is not the case. He noted all of the students I called upon, and the
specific feedback I gave them. He said that he could tell that they felt good after any contribution, whether they were
correct or not, and said he saw that my students weren’t afraid to be wrong in my classroom. This made me very happy
since I want my class to be a safe and encouraging place to be.
I was concerned, prior to my observation that I was not giving my students the one-on-one time that I would like to. With
so much going on in any given day, it is often hard to catch up with every student that comes through my door. My support
provider mentioned that this is a common feeling, but that he thought I was doing a good job of connecting and checking
for understanding as thoroughly as possible. He reminded me that just moving around the room the way that I do allows
students the opportunity to ask me questions and show me how they are doing on an individual level. He said that taking
time to sit with them at their seats and address misunderstandings quietly allowed them to get help without making a public
display for all to see.
This experience was very positive for me. It was eye opening; it helped me to look at my teaching and reflect on it from a
different perspective.
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) – 2010
Assessment of Teaching and Learning – Post-Observation Reflection (B-4)
Page 1 of 1
Key evidence shared after observation:
Extensive observation notes, student work
Insights:
See reflection
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) – 2010
Assessment of Teaching and Learning – Post-Observation Reflection (B-4)
Page 1 of 1