[accordion tag=h2 class="supporting-candidates" clicktoclose="true"]
[accordion-item id="item-1" title="Connecting candidates to a larger professional learning community."]
- I guide and/or accompany Candidate to PLC, school site groups, colleagues, agency department for content support, resources and learning.
- I share resources connected to the Candidate’s content (blogs, communities, twitter).
- I demonstrate effective implementation of strategies and methods, either in personal classroom or in classroom of Candidate.
- I collaboratively work with the Candidate to develop long-term and short-term growth goals.
- I facilitate reflection on CSTPs and elements promoting resources aligned to their CSTP growth.
- I help candidate embedding site/district initiatives to the Candidate’s professional growth.
- I understand and support the Candidate’s inquiry organizer.
- I connect the Candidate’s evidence to their growth and engage in reflection on the outcome of their inquiry.
- I discuss next steps.
- I look and analyze data with Candidate.
- I collaboratively work with Candidate to design learning opportunities to address student outcomes/closing achievement gaps.
- I guide Candidate to analyze and make data-driven decisions to impact student achievement.
- I use sorting protocols to facilitate analyzing student outcomes.
- I assist candidate to interpret and analyze student data.
- I guide candidate with structuring lesson plans to include (but not limited to) the following:
- Learning outcomes
- Related standard(s)
- Resources & Materials
- Anticipatory set
- Lesson with Interactive activities
- Student voice/choice
- Pre/post assessments
- Student reflection
- Teacher and/or peer feedback
- Equity Sticks
- Differentiation
- I probe a candidate’s thinking to support their use of various classroom management techniques, including but not limited to the following:
- Develop strong student-teacher relationships
- Highly engaging activities
- Timing and transitions
- Teacher movement
- Student choice
- Flexible seating and grouping
- Background Music
- Equity
- I set up explicit expectations for my visit.
- I ask effective pre-observation questions
- Post Observation - I ask effective post-observation questions
- I provide institutional Support – Policies and Protocols of the employing agency.
- I provide logistical support – guide candidate to where to find materials and personnel at site, within agency and community.
- I provide emotional support – Setting aside tasks for induction to be a listening ear and/or shoulder to cry upon.
- I provide timely help and assistance to Candidate in line with calendar and expectations of teaching role.
- I use a feedback frame similar to “I noticed ______ and it resulted in ____.”
- I share objective, measurable observations.
- My evidence is factual and not based on opinion.
- I ask probing questions.
- I give specific, targeted feedback.
- I ask “How do you think/feel/believe it went?”, “What would you do differently?” etc.
- Conversation is Candidate driven.
- I am intentional in selection of expert teacher.
- I make use of Reflective Observation Form.
- I make arrangements and/or introductions.
- I have a pre- and post-observation conversation.
- I provide real-time feedback on expert teacher actions.
- I am aware of district resources and materials.
- I share professional learning opportunities with my Candidate.
- I introduce my Candidate to support staff and specialists, including within the community.
- I alert my Candidate to district policies and procedures.
- I have a pre- and post-observation conversation.
- I capture evidence of my Candidate teaching.
- I ask my Candidate what feedback they would like to receive to inform my choice of observation tool and focus.