Reference no: EM132834130

Assignment: 530 Clinical E: Elective Teachers: Formal Teacher Observation

Elective teachers and teachers in specialized areas present a particular challenge to school administrators. As a principal, you will be asked to observe and evaluate elective teachers. Many times, you may be unfamiliar with the content of the teachers' lessons. However, the pre-conference, observation, and feedback process must be conducted with fidelity.

Schedule and conduct one formal observation of a music teacher, Jenny Eldredge, special area teacher using the school's formal evaluation tool. Review your teacher evaluation with your principal mentor for feedback and discuss how the evaluation process differed for the elective teacher compared to general, special education, and beginning teachers.(Music teacher teaches the same lesson all day to grades 1-3, and Small Group Special Ed students.)

Summarize your experiences and the mentor feedback in a 250-word reflection. Incorporate PSEL Standard 6 into your reflection and describe how you will apply what you have learned to your future professional practice. APA

Professional Standards for Educational Leaders

National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders, 2015. Reston, VA: Author.

Standard 6. Professional Capacity Of School Personnel

Effective educational leaders foster a professional community of teachers and other professional staff to promote each student's academic success and well-being. Effective leaders:

a) Develop workplace conditions for teachers and other professional staff that promote effective professional development, practice, and student learning.

b) Empower and entrust teachers and staff with collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school.

c) Establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement.

d) Promote mutual accountability among teachers and other professional staff for each student's success and the effectiveness of the school as a whole.

e) Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and staff to promote professional capacity and the improvement of practice.

f) Design and implement job-embedded and other opportunities for professional learning collaboratively with faculty and staff.

g) Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning.

h) Encourage faculty-initiated improvement of programs and practices.