POST-OBSERVATION CONFERENCE

Classroom Teacher

Teachers may respond to the six questions prior to the post-observation conference. The
responses may be used as an artifact of evidence (4a).

Name of Teacher:
School:
Date of Classroom Observation:
Date of Scheduled Post-Observation
Conference:


I. In general, how successful was the lesson? Did the students learn what you intended for
them to learn? How do you know? (1c, 3d, 4a)





2. If you were able to bring samples of student work, what do those samples reveal about those
students levels of engagement and understanding? (3c, 3d)





3. Comment on your classroom environment (i.e. procedures, student behavior, and your use
of physical space). To what extent did these contribute to student learning? (2a, 2b, 2c, 2d, 2e)





4. Comment on ways in which your instruction engaged students in learning, (e.g., activities,
grouping of students, questioning). To what extent were they effective? (1e, 3a, 3b, 3c, 3e)




5. Comment on the resources you chose for this lesson and the rationale behind those choices.
(1d, 1e)




6. a) Did you depart from your plan? If so, how and why? (3e)



b) If you had a chance to teach this lesson again to the same group of students, what would
you do differently, from planning through execution? (4a)
Aleya Shehata
Spry Middle School
April 8, 2014
April 22, 2014
The students seem to understand how the different transformations of the functions
affect the graphs. I am waiting to see if the students learned what I intended because
they nished the activity Monday in class.The discussion will happen Wednesday. They
seemed to get it, however, because when they were asked to make predictions, they
were generally accurate.
The work will show that the students are engaged, as the assignments were completed
and pretty thorough. The summary questions at the bottom of each page will also show
that the students generally understood what was intended. Most importantly, the
predictions on the last parent function on each page will show student understanding.
Students were in pairs and discussing in their pairs as well as with other pairs The
desks were mostly facing the board, so when I found that most students needed help
with a question, I would address the whole group at the front of the room using the
smart board.
The students were asked to discover the transformations, so giving the students some
ownership of the material helped them to take the initiative to learn. I was also able to
walk around and ask/answer questions to each group, which helped to individualize the
instruction.
The students were using graphing calculators, so they have a visual to make predictions
and understand the effect of transformations.
Yes; I originally wanted the students to predict one of the three changes for each parent
function. Instead, I asked the students to graph the changes to the rst few parent
functions and the predict all the changes to the last parent function on each page.
I would make the directions on the actual assignment a little clearer. I would also have
the students create their own parent function and see what would happen to the parent
function they chose.