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Assessment #8: Observation and Conference Project (Professional Knowledge, Skills and
Dispositions)
Description and Use in Program:
The Observation and Conference Project is considered one of several performance
assessments that demonstrates candidate’s proficiency in ELCC Standards related to the area of
teaching and learning. The Performance Standards for South Carolina Principals (PADEPP), the
Spadoni College of Education Conceptual Framework Candidate Proficiencies (CF), the
Education and Economic Development Standards for Administrators (EEDA) and the
International Society for Technology Education Standards for Administrators (ISTE) are directly
aligned to the ELCC Standards.
The project is designed to assess the degree to which a candidate can identify and define
effective instructional practice and techniques for the supervision, coaching and mentoring of
teachers and utilize principles of clinical supervision in an instructional context. The
assessment’s intent is to increase the candidate’s knowledge base, provide hands-on practice in a
school setting and promote reflection upon the observation process as a tool for providing
instructional leadership. The process includes observing faculty in the teaching and learning
processes and developing supervisory plans for improving class-based instruction. This project
provides candidates an opportunity to work in a supervisory capacity with professional educators
to identify and define effective instructional practice and develop a repertoire of techniques for
the supervision, coaching and mentoring of teachers. While the candidate’s overall performance
on this project is used as part of a course grade, the project provides an assessment of each
candidate’s proficiency relative to the ELCC Standards, PADEPP Standards, CF Proficiencies,
EEDA Standards, and ISTE Standards as measured by the project.
Alignment with ELCC Standards:
The Observation and Conference project is directly aligned to ELCC Standards 2.2, 2.3, 2.4
PADEPP: 2.1, 2.2, 2.4, 8.3, 9.1
CF: 1.1, 1.2, 3.2, 5.1
EEDA: 5.0, 6.0, 7.0
ISTE: 2c, 2d, 3a, 3b, 4b
Data Available:
Spring 2012 one semester of data
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Assessment 8 Observation and Conference Project
Instructions to Candidate:
A classroom observation and a pre-conference and post-conference must be completed. A fivestep process is utilized: Plan and conduct a pre-conference; observe a lesson and collect data;
interpret and analyze the data; conduct a post observation conference with a plan for teacher
professional growth; write a professional growth plan for yourself based on teacher observed
feedback. Your school system’s observational tool or another instrument may be used.
PART I: Pre-planning the Pre-Observation Conference and Conducting the PreObservation Conference – ELCC: 2.3 Applying Best Practices
PADEPP: 2.2 Demonstrates proficiency in analyzing research/data; 2.4 Assist staff in
implementation of teaching strategies
CF: 1.1 Knowledge of effective learning; 1.2 Understands instructional planning/design
EEDA: 5.0 Understands contextual teaching; 6.0 Understands cooperative learning; 7.0
Understands learning styles
ISTE: 2d Ensures best practices in technology; 3b supports staff in technology
Pre-Planning:
1. Determine the reason and purpose for observation. Plan a pre-observation conference
that is well designed to help the teacher focus on what impact the lesson will have on
student learning with consideration of the diverse needs of all students.
2. Design reflective questions that you will be discussing with the teacher in the preconference. The reflective questions should be designed to help both the teacher and you
become more skillful at understanding the lesson and its connection to the school vision
of success for all students. The pre-planned questions should reflect your understanding
of appropriate research strategies and best practices of student learning to promote
improved student achievement (ELCC 2.3c; PADEPP 2.2; CF: 1.2; EEDA: 5.0 – 7.0;
ISTE: 2d).
3. Examine various instrument/observational tools. Decide which instrument would be most
effective in gathering the type of data that you want to collect. Select the instrument to
be used for data collection: Categorical frequency, performance indicators, visual
diagramming, space utilization, verbatim, detached open-ended narratives, participant
observation, focused questionnaire, tailored observation or your school’s observational
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tool. The strategy is to collect data which is descriptive and non-judgmental. Consider
the instrument which is most appropriate for the type of data that you wish to collect.
Conducting the Pre-Observation Conference:
4. Using your pre-planned questions, conduct a pre-observation conference
5. Select one instrument to be used in the observation and thoroughly explain it to the
teacher.
6. Discuss the focus of the observation, domain agreed upon to be observed, the South
Carolina Standards for Teaching Profession (which S.C. Standard to be met) and the
observational instrument tool to be used in the pre-conference (ELCC 2.3c; PADEPP 2.2;
CF 1.2; EEDA 5.0-7.0; ISTE 2d). This should reflect your understanding of appropriate
research strategies to promote an environment for improved student achievement.
7. Discuss the domains with the teacher and the South Carolina Standards for Teaching
Profession. Be able to collaboratively select the domain and standard to be observed:
Planning, Instruction or Learning Environment and South Carolina Standards for
Teaching Profession. Professional responsibility is not used (ELCC 2.3a; PADEPP 2.4;
CF: 1.1; ISTE 2d). This should reflect your ability to assist teachers in understanding
and applying best practices for student learning.
8. Audio/video tape the pre-observation conference with permission of teacher.
9. Write a two-three page reflection that demonstrates your understanding of the importance
of the pre-conference as a component in the observation process. Discuss how you
assisted the teacher in understanding and applying best practices for student learning
(ELCC 2.3a; PADEPP 2.4; CF 1.1; ISTE 3b) during the pre-conference. Discuss how
you used appropriate research strategies and best practices of teaching and learning to
promote an environment for improved student achievement when conducting the preconference (ELCC 2.3c; PADEPP 2.2; CF 1.2, EEDA 5.0-7.0; ISTE 2d). Lastly, your
reflection should indicate the strengths and areas for improvement when conducting your
next conference with the teacher. Please review the rubric attached.
Your pre-planned questions and reflection are submitted into LiveText.
PART II: Data Collection and Reflection – ELCC: 2.3 Apply Best Practice to Student
Learning
PADEPP 2.2 Demonstrates proficiency in analyzing research/data; 2.4 Assist in
implementation of effective teaching strategies
CF: 1.2 Understands instructional planning/design
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EEDA: 5.0 Understands contextual teaching; 6.0 Understands cooperative learning; 7.0
Understands learning styles
ISTE: 3b Support staff in technology; 4b Analyzes data to improve staff
performance/student learning
1. Utilizing the observational tool agreed upon by both you and the teacher, conduct an
observation of a lesson that is at least 30-60 minutes in duration.
2. Collect data that is descriptive and non-judgmental. Data collection should focus on
student learning with the goal being to provide objective data for the teacher. The
purpose of the data is to provide a foundation for an analysis based on supporting teacher
growth and applying best practices for student learning (ELCC 2.3a; PADEPP 2.2, 2.4;
CF 1.2; EEDA 5.0-7.0; ISTE 3b, 4b) with a concern for diversity in the learning process
(2.3c).
3. Write a two-three page reflection. This reflection should demonstrate your understanding
of how data that will support teacher professional growth should be collected and how the
data is applied to best practices for student learning (ELCC 2.3a; PADEPP 2.2; EEDA
5.0-7.0; ISTE 4b). Please review the rubric attached.
Reflection on Data Collection and observational tool are submitted into LiveText.
PART III: Interpreting and Analyzing Data and Reflection – ELCC: 2.2 Provide Effective
Instructional Program; 2.3 Apply Best Practice to Student Learning
PADEPP: 2.1 Sets high standards for curriculum/instruction and student achievement; 2.2
Demonstrates Proficiency in analyzing research/data; 2.4 Assist staff in effective teaching
strategies
CF: 1.2 Understands instructional planning/design; 3.2 Plans activities/experiences to meet
needs of diverse learners
EEDA 5.0 Understands contextual teaching; 6.0 Understands cooperative learning; 7.0
Understands learning styles
ISTE: 2 c Provides learner-centered technology environments to meet needs of diverse
learners; 2d Ensures effective practices in technology; 4 b Analyzes data
1. Decide which data should be the focus of the post conference that is most important in
terms of teacher and student learning. Focus on teacher and student growth and what you
know about effective teaching and learning practices (ELCC 2.3a; PADEPP 2.2; CF 1.1;
EEDA 5.0-7.0; ISTE 2d, 4b).
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2. Consider the developmental levels of teachers and determine which approach to the data
analysis and conferencing will have the greatest impact on teacher’s growth:
nondirective, collaborative, directive informational and directive control (ELCC 2.3b;
PADEPP 2.4; CF 1.2; ISTE: 2d)
3. Based on the data, determine what recommendations you will make that fully
accommodate learners’ needs (ELCC 2.2b; PADEPP 2.1; CF 3.2; EEDA 7.0; ISTE: 2c ).
Determine specific activities that will improve the teacher’s instructional practices
(ELCC 2.2a; PADEPP 2.4; CF: 3.2, ISTE: 2d).
4. Write a two-three page reflection. This reflection should discuss how you interpreted and
utilized the data in order to prepare for a post-conference that is focused on teacher and
student growth (ELCC 2.3a; PADEPP 2.2; CF: 3.2; EEDA 5.0-7.0; ISTE 2d). In
addition, the reflection discusses the developmental levels of teachers and indicates
which approach that you will take in the post-conference (directive, collaborative,
directive informational or directive control (ELCC 2.3b; PADEPP 2.4; CF 1.2; ISTE 2d).
Include in your reflection the recommendations and specific activities that you will make
in the post-conference to improve the teacher’s instructional practices (ELCC 2.2a;
PADEPP 2.4; CF 3.2; EEDA 5.0-7.0; ISTE 2d). These recommendations and activities
must accommodate learner’s diverse needs (ELCC 2.2b; PADEPP 2.1; CF 3.2; EEDA
7.0; ISTE 2d). Please review the rubric attached.
Reflection on interpreting and analyzing data is submitted via LiveText.
PART IV: Teacher Professional Growth Plan – ELCC: 2.4 Design Comprehensive
Professional Growth Plans
PADEPP: 8.1 Collaborates with staff to create plan for staff development that promotes
staff growth; 8.3 Encourages staff to set goals for professional growth;
CF: 1.1 Knowledge of subject matter
ISTE: 3a Ensures professional growth in technology
Pre-Planning for Post Conference
1. Develop guiding questions for the post-conference designed to support the teacher’s
professional growth.
2. Build a trusting relationship with the teacher by using a collaborative approach.
3. Focus on helping the teacher analyze the data to better understand what can be done
differently in order to have a positive impact on student learning.
4. Recognize and affirm a job well done by the teacher as supported by the data that you
collected. Make reference to it. Remember this is a collaborative, trusting postconference.
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5. Video/audio post conference with teacher permission. This allows you to review the
video/audio and reflect on the post conference to gain a better understanding as how to
support teacher and learner growth.
Post Conference with Plan for Teacher Professional Growth
6. Go over the data collected and analyzed with the teacher. Make recommendations and
specific activities that will improve the instructional practice for the teacher.
7. Develop with the teacher a professional growth plan that is well-planned, contextappropriate and based on reflective practice and research on student learning (ELCC
2.4a; PADEPP 8.3; CF 1.1; ISTE: 3a). Professional Growth Plan for the teacher is based
on your observation, collaborative reflection between you and the teacher and adult
learning strategies (ELCC 2.4b; PADEPP 8.1; CF 1.1).
8. Write a two-three page reflection on the Post-Conference. Your reflection should
demonstrate your ability to have a deep understanding of the post conference as an
opportunity to support professional growth. Attach to your reflection the Professional
Growth Plan for the teacher. Please review rubric attached.
Reflection attached with Teacher Professional Growth Plan is submitted into LiveText.
PART V: Candidate Professional Growth Plan– ELCC: 2.4 (c) Design Comprehensive
Professional Growth Plans. Candidate develops and implements a personal professional
growth plan that reflects a commitment to life-long learning
PADEPP: 9.1 Develops appropriate plan for professional development
CF: 5.1 Analyze personal performance to improve teaching and learning
ISTE: 3a Ensures ongoing professional growth in technology
1. Collaborate with the teacher to reflect upon what was learned during this observation
process.
2. Discuss the strengths of the process and areas of growth for you.
3. Have the teacher complete the Teacher Feedback Form.
4. Based on the feedback from the teacher and your own personal reflections on each step of
the process, develop a personal Professional Growth Plan for yourself based on research
on student learning (2.4a) that reflects your commitment to life-long learning (ELCC
2.4c; PADEPP 9.1; CF 5.1; ISTE 3a). The Professional Growth Plan should also focus
on how you will become more skillful at supporting teacher growth.
Please review the rubric attached.
Candidate Professional Growth Plan is submitted via LiveText.
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Observation and Conference Rubric
Assignment
ELCC Standard,
PADEPP
Standard, CF
Proficiency,
EEDA Standard,
ISTE Standard
PART I
Exemplary 4
Proficient 3
Developing 2
Unacceptable 1
Pre-planned
questions and
pre-conference
demonstrates
candidate’s
superior ability to
assist teachers in
understanding
and applying best
practices for
student learning
(a)
Pre-planned
questions and
pre-conference
demonstrates
candidate’s
strong ability to
assist teachers in
understanding
and applying best
practices for
student learning
(a)
Pre-planned
questions and
pre-conference
demonstrates
candidate’s
adequate ability
to assist teachers
in understanding
and applying best
practices for
student learning
(a)
Pre-planned
questions
demonstrates
candidate’s
minimal or no
ability to assist
teachers in
understanding
and applying best
practices for
student learning
(a)
ELCC: 2.3
Applying Best
Reflection of prePractices to
conference
Student Learning demonstrates
candidate’s
PADEPP: 2.2,
superior
2.4
understanding of
CF: 1.1, 1.2
how to use
EEDA: 5.0-7.0
appropriate
ISTE: 2d, 3b
research
strategies to
promote an
environment for
improved student
learning (c)
Reflection of preconference
demonstrates
candidate’s
strong
understanding of
how to use
appropriate
research
strategies to
promote an
environment for
improved student
learning (c)
Reflection of preconference
demonstrates
candidate’s
adequate
understanding of
how to use
appropriate
research
strategies to
promote an
environment for
improved student
learning (c)
Reflection of preconference
demonstrates
candidate’s
minimal or no
understanding of
how to use
appropriate
research
strategies to
promote an
environment for
improved student
learning (c)
Reflection
demonstrates
candidate’s
strong ability to
collect data and
Reflection
demonstrates
candidate’s
adequate ability
to collect data
Reflection
demonstrates
candidate’s
minimal to no
ability to collect
Pre-Planning the
Pre-observation
conference and
Conducting the
Pre-observation
Conference
Reflection of
Pre-conference
PART II
Data Collection
and Reflection
Reflection
demonstrates
candidate’s
superior ability to
collect data and
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Reflection
apply best
practices for
ELCC 2.3
student learning
Apply Best
(a) with a
Practices to
concern for
Student Learning diversity in the
learning process
PADEPP: 2.2,
(c)
2.4
CF: 1.2
EEDA: 5.0-7.0
ISTE: 3b, 4b
apply best
practices for
student learning
(a) with a
concern for
diversity in the
learning process
(c)
and apply best
practices for
student learning
(a) with a
concern for
diversity in the
learning process
(c)
data and apply
best practices for
student learning
(a) with a
concern for
diversity in the
learning process
(c)
Reflection
demonstrates
Interpreting and candidate’s
Analyzing Data
superior ability to
interpret and
Reflection
analyze data
based on best
ELCC: 2.3
practices for
Apply Best
student learning
Practices to
and teacher
Student Learning growth (a)
Reflection
demonstrates
candidate’s
strong ability to
interpret and
analyze data
based on best
practices for
student learning
and teacher
growth (a)
Reflection
demonstrates
candidate’s
adequate ability
to interpret and
analyze data
based on best
practices for
student learning
and teacher
growth (a)
Reflection
demonstrates
candidate’s
minimal or no
ability to
interpret and
analyze data
based on best
practices for
student learning
and teacher
growth (a)
Reflection
demonstrates
candidate’s
superior ability to
apply human
development
theory, proven
learning and
motivational
theories and
concern for
diversity to the
learning process
(nondirective,
collaborative,
directive
informational
and directive
Reflection
demonstrates
candidate’s
strong ability to
apply human
development
theory, proven
learning and
motivational
theories and
concern for
diversity to the
learning process
(nondirective,
collaborative,
directive,
informational
and directive
Reflection
demonstrates
candidate’s
adequate ability
to apply human
development
theory, proven
learning and
motivational
theories and
concern for
diversity to the
learning process
(nondirective,
collaborative,
directive,
informational
and directive
PART III
PADEPP: 2.1,
2.2, 2.4
CF: 1.2, 3.2
EEDA: 5.0-7.0
ISTE: 2c, 2d, 4b
Reflection
demonstrates
candidate’s
minimal or no
ability to apply
human
development
theory, proven
learning and
motivational
theories and
concern for
diversity to the
learning process
(nondirective,
collaborative,
directive,
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PART III
Interpreting and
Analyzing Data
Reflection
ELCC 2.2
Provide
Effective
Instructional
Program
PADEPP: 8.1,
8.3
CF: 1.1
ISTE: 3a
PART IV
Post Conference
with Teacher
Professional
Growth Plan
Teacher
Professional
Growth Plan
ELCC: 2.4
Design
Comprehensive
Professional
control) (b)
control)
(b)
control)
(b)
informational
and directive
control)
(b)
Reflection
demonstrates
candidate’s
superior ability to
recommend
activities that
apply principles
of effective
instruction to
improve
instructional
practices (a)
Reflection
demonstrates
candidate’s
strong ability to
recommend
activities that
apply principles
of effective
instruction to
improve
instructional
practice (a)
Reflection
demonstrates
candidate’s
adequate ability
to recommend
activities that
apply principles
of effective
instruction to
improve
instructional
practice (a)
Reflection
demonstrates
candidate’s
minimal or no
ability to
recommend
activities that
apply principles
of effective
instruction to
improve
instructional
practice (a)
Reflection
demonstrates
candidate’s
superior ability to
make
recommendations
that fully
accommodate
learners’ diverse
needs (b)
Reflection
demonstrates
candidate’s
strong ability to
make
recommendations
that fully
accommodate
learners’ diverse
needs (b)
Reflection
demonstrates
candidate’s
adequate ability
to make
recommendations
that fully
accommodate
learner’s diverse
needs (b)
Teacher
Professional
Growth Plan
demonstrates
candidate’s
superior ability to
implement, wellplanned, context
appropriate
professional
development
based on
reflective
practice, and
research on
Teacher
Professional
Growth Plan
demonstrates
candidate’s
strong ability to
implement, wellplanned, context
appropriate
professional
development
based on
reflective
practice, and
research on
Teacher
Professional
Growth Plan
demonstrates
candidate’s
adequate ability
to implement,
well-planned,
context
appropriate
professional
development
based on
reflective
practice, and
Reflection
demonstrates
candidate’s
minimal or no
ability to make
recommendations
that fully
accommodate
learner’s diverse
needs (b)
Teacher
Professional
Growth Plan
demonstrates
candidate’s
minimal or no
ability to
implement, wellplanned, context
appropriate
professional
development
based on
reflective
practice, and
10
Growth Plans
student learning
(a)
student learning
(a)
Teacher
Professional
Growth Plan
demonstrates
candidate’s
superior ability to
use strategies
such as
observations,
collaborative
reflection, and
adult learning
strategies to form
comprehensive
professional
growth plans
with teachers (b)
Teacher
Professional
Growth Plan
demonstrates
candidate’s
strong ability to
use strategies
such as
observations,
collaborative
reflection and
adult learning
strategies to form
comprehensive
professional
growth plans
with teachers (b)
Candidate
Professional
Growth Plan
demonstrates
candidate’s
superior ability to
develop and
implement
personal
professional
growth plans
based on research
on student
learning (a) that
reflect a
commitment to
life-long learning
and on how to
become more
skillful at
supporting
teacher growth
(c)
Candidate
Professional
Growth Plan
demonstrates
candidate’s
strong ability to
develop and
implement
personal
professional
growth plans
based on research
on student
learning (a) that
reflect a
commitment to
life-long learning
and on how to
become more
skillful at
supporting
teacher growth
(c)
PADEPP: 9.1
CF: 5.1
ISTE: 3a
Part V
Candidate
Professional
Growth Plan
ELCC: 2.4
Design
Comprehensive
Professional
Growth Plan
research on
student learning
(a)
research on
student learning
(a)
Teacher
Professional
Growth Plan
demonstrates
candidate’s
adequate ability
to use strategies
such as
observations,
collaborative
reflection and
adult learning
strategies to form
comprehensive
professional
growth plans
with teachers (b)
Teacher
Professional
Growth Plan
demonstrates
candidate’s
minimal or no
ability to use
strategies such as
observations,
collaborative
reflection and
adult learning to
form
comprehensive
professional
growth plans
with teachers (b)
Candidate
Professional
Growth Plan
demonstrates
candidate’s
adequate ability
to develop and
implement
personal
professional
growth plans
based on research
on student
learning (a) that
reflect a
commitment to
life-long learning
and on how to
become more
skillful at
supporting
teacher growth
(c)
Candidate
Professional
Growth Plan
demonstrates
candidate’s
minimal or no
ability to develop
and implement
personal
professional
growth plans
based on research
on student
learning (a)that
reflect a
commitment to
life-long learning
and on how to
become more
skillful at
supporting
teacher growth
(c)
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