Clinical Field Experience E: Elective Teachers: Formal Teacher Observation

Bernard Williams

EDU-530-O501

September 15, 2021

Karin Johnson

For my field experience, I leaned on my interpretation of findings, as well as discussions with my supervisor and an elective teacher. Before assessing an elective educator, the principal and I talked if there are any queries he should make. He stated that while seeing elective teachers, he raises more specific questions regarding the subject and elective that he might encounter. He's attempting to learn more about the elective well before class so he can get a better sense of the path he'll take. Both the principal and the assistant director examined the elective instructor, who was on faculty for over 6 years. She stated that the principal asks more things about the session/lecture, and their assistant asks additional questions about the elective/optional subject. The elective teacher submitted her lesson plan as well as her comments to pre-and post-conference queries about district policy around standardized testing and school closures.

This vision and insight have been taken from the current experiment fit with PSEL Standard 6 by illustrating the relationship between the principal and the instructor, as well as how it blends into the lecture. This also fits with the syllabus by exhibiting the instructors' capacity to adjust the lecture to existing standards, as well as how to differentiate and cater to the needs of all children. The observed instructor is a qualified teacher who has been instructing art to kindergarten to eighth-grade pupils for over 10 years. The teaching style and pre-and post-conference demonstrated that the teacher is well versed with her field, is compassionate in her presentation, and considers the varied needs of individual learners.

After reviewing the questions, lesson plans, and electronic interactions with the administration and the elective teacher, I have a better knowledge of how to handle instructors in varied positions and classroom situations. I've gathered a lot of information from the various meetings and pre and post-conference that I'll be able to utilize in my eventual clinical practice. The most important takeout for me is the significance of understanding the classroom atmosphere and the type of classroom I may foresee well before the session. Asking comprehensive details about the students in class, the classroom leadership style, and allowing instructors to self-reflect on their preparedness and teaching may all contribute to the creation of a healthy atmosphere for the staff and students.