From Observation Report #1 to Observation Report #2, I have grown in many domains.

​

An area of strength that is improved upon is 2a: Creating an environment of respect and rapport. From Observation Report #1, we can see that students felt comfortable during the 'Dad Joke' portion of the lesson and sharing out what they are proud of in their culture. I improved upon this by having them utilize their culture/perspective as a lenses to interpret figurative language as evident in Observation Report #2. This is now not only having them address where they came from but utilizing it as a culturally responsive sustainable pedagogical practice for English Language Arts. 

​

In 1a: Demonstrating Knowledge of Content and Pedagogy, my strength was utilizing scaffolds in order for students to meet the learning objective: How can setting affect multiple aspects in stories? My actionable next step is to provide process time. My evaluator advises me to utilize a strategy: Stop, Think, Write, Pair, Share. This allows for students to show their thinking and metacognition. In Observation Report #2, I have successfully taken this advice by utilizing this strategy in 1e: Designing Coherent Instruction by having student "Stop, Think, Write, Pair, Share for vocabulary instruction, the "We-Do" portion and partially the "You-Do" portion.  My growth is also evident in 1a: Demonstrating Knowledge of Content and Pedagogy with having multiple sources for students understanding. These are evident in Observation Report #2. 

​

Another area of growth is 3b: Using questioning an discussion techniques. My principal noted there was use of low-level questions such as : What is your ethnic background, What is your reaction after watching the clip?. An actionable next step to improve facilitation was to have students repeat what their peer shared rather than me providing summary. This was taking accountability away from students. This is improve upon in Observation Report #2 by not only having a range of low-level and high-level questions but also allowing students to take responsibility for peer interaction and engagement. This is evident in the section 2a: Creating an environment of respect and rapport as students "added onto each others responses while answering the question in regards to interpreting a poem through multiple perspectives".