Assessment+2C

For a word document of this text, [|assignment 2c.docx].

This was much, much different than the first meeting. First, I did not feel near as nervous. Maybe this was due to the fact that my colleague was coming into my classroom. I have much more control over this environment. Also, I knew that the type of lesson was, by pure coincidence, perfect for the component under discussion, 3d – using assessment in instruction. Second, because my colleague had already been observed, our dyadic behaviors and pattern were already established. The established teacher-mentee relationship helped to increase the quality of our post-observation conversation as well. Again, my colleague did not find the observation tool all that necessary or useful. My colleague was able to see my students prepare for then execute a formative assessment. I knew that the lesson would provide enough ‘juice’ for us to be able to thoroughly discuss the effectiveness of this particular lesson to help the students gain clarity and ownership in their preparation for assessments. Instead, my colleague chose to highlight the format of the assessment itself, and that became the focal point of our post-conversation. There was not anything particularly difficult about the observation process. I am very comfortable with people observing my teaching. This particular colleague and I have had many professional conversations, coaching, and reflections about how to improve our teaching. Though this was a bit more formal than we are used to or I believe need, it was a good process for me for one reason: it clarified that I have been making key improvements over the past 3 years in this component. My colleague commented numerous times on how he liked the formative assessment and its connection to the final assessment and the lesson at hand. This was very emotionally positive for me. Again, my colleague and I do not have to rely on artificial constructs to create effective conversation about our instruction. Through multiple conversations about our teaching, our assessments, and our students, we were able to ‘dive right in’ to talking honestly about my instructional choices. It was far more constructive for me to hear about his impression of the use of the assessment rather than run through the entire lesson. Once again we are talking about artificial constructs that assist teachers to break down barriers. My colleague and I are good friends. We talk all the time, about work, about family, about life. We have done professional development together over the summer. We teach separate sections of the advanced placement class in our school. We don’t find it difficult to talk about our instruction. So maybe the skills that Danielson calls for in a professional conversation such as this one are superseded by the friendship and relationship that my colleague and I have developed. 4. Your own learning We are selfish creatures. Being observed was much more rewarding than observing my colleague. I am very involved in the connections between the Danielson framework and student learning. It is an integral part of my professional concerns. Though I feel that my colleague provided more clarity than insight, the process of being observed was a great motivator to continue to improve my abilities within this component.
 * 1.** **The Observation Process**
 * 2.** **Topics for Conversation**
 * 3.** **Conversation skills**