NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

VOLUME 25, NUMBER 1, 2007--2008

ELCC STANDARD #2 AND #3A

DEVELOPING A QUESTION BANK FOR
CONFERENCING TEACHERS
AND
CONDUCTING PRE AND POST
OBSERVATION CONFERENCES

Dean Halverson,
Western Illinois University
Standard 2.0: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by promoting a positive
school culture, providing an effective instructional program, applying best practice to
student learning, and designing comprehensive professional growth plans for staff.

A s part of a class on supervision of instruction students are

required to develop Question Banks for both pre and post
observation conferences. They are also do complete an entire
clinical supervision sequence with a teacher in a classroom.

Develop Question Banks for both pre and post observation

conferences:
• Develop a “bank” of questions that can be utilized in a pre-
conference to help the observer be knowledgeable about the
lesson that will be observed and also cause the teacher to be
reflective prior to teaching the lesson.
• Develop a “bank” of questions that can be utilized in a post
observation conference to help the teacher reflect on his/her
teaching.
• Both sets of questions should meet the designated criteria listed
in the rubric.

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Conduct a clinical supervision sequence with a classroom teacher

including a pre conference, classroom observation, post conference
and a summary of the entire sequence. Documentation includes:
• The pre and post conferences recorded using a video tape or a
digital recorder.
• Notes from the classroom observation
• A typed summary of the entire sequence
The documentation should address all the designated areas of the
rubric.

Specific ELCC Indicator Level Standards Addressed

2.2a Candidates demonstrate the ability to facilitate activities that

apply principles of effective instruction to improve instructional
practices and curricular materials.

2.2b Candidates demonstrate the ability to make recommendations

regarding the design, implementation, and evaluation of a
curriculum that fully accommodates learners' diverse needs.

2.2c Candidates demonstrate the ability to use and promote

technology and information systems to enrich curriculum and
instruction.

2.3a Candidates demonstrate the ability to assist school personnel in

understanding and applying best practices for student learning.

2.3b Candidates apply human development theory, proven learning

and motivational theories, and concern for diversity to the
learning process.

2.3c Candidates demonstrate an understanding of how to use

appropriate research strategies to promote an environment for
improved student achievement
 Dean Halverson 34

2.4b Candidates demonstrate the ability to use strategies such as

observations, collaborative reflection, and adult-learning
strategies to form comprehensive professional growth plans with
teachers and other school personnel

3.1.a Candidates demonstrate the ability to optimize the learning

environment for all students by applying appropriate models and
principles of organizational development and management,
including research and data driven decision making with
attention to indicators of equity, effectiveness, and efficiency

Assignment

Students will develop a bank of questions for pre-observation

questions and a bank of post-observation questions that will be utilized
in the school setting to conduct a clinical supervision sequence with a
teacher in a school. The student will:
• Conduct a pre-observation conference, recording answers
to the pre- questions that are asked
• Observe a teacher conducting a lesson, gathering
information during the lesson
• Analyze the lesson and determine questions from the post-
observation question bank that will be utilized in that
conference.
• Conduct a post-observation conference, recording answer
to the questions asked
• In conjunction with the teacher, write a summary of the
areas for additional emphasis and the areas of strength
• Write an appraisal of the clinical supervision sequence
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Scoring Rubric
Developing a Question Bank for Conferencing Teachers &
Conducting Pre and Post Observation Conferences
Criteria Meets
2.2a The questions for both the pre
and post conferences address
effective instructional practices
that improve instruction
2.2b The conference summary
includes information related to
the accommodation of the diverse
needs of the students
2.2c The conference questions address
the utilization of technology to
enrich curriculum and instruction
2.3a The questions asked during the
conferences address best
practices and cause the teacher to
reflect their application to
enhance student learning
2.3b The summary of the conference
reflects proven learning and
motivational theories and concern
for diversity in the learning
process
2.3c The items in the pre and post
conference questions banks
reflect research strategies that
promote an environment for
improved student achievement
2.4a The conference summary
includes growth areas for the
teacher that were developed
through collaborative reflection
3.1a The questions utilized during the
conferences address research and
data that is utilized to make
decisions regarding equity,
effectiveness and efficiency
Does Not Meet
The questions for both the pre and
post conferences fail to address
effective instructional practices
The conference summary does not
includes information related to the
accommodation of the diverse needs
of the students
The conference questions do not
address the utilization of technology
to enrich curriculum and instruction
The questions asked during the
conferences address best practices
and cause the teacher to reflect their
application to enhance student
learning
The summary of the conference does
not reflects proven learning and
motivational theories and concern for
diversity in the learning process
The items in the pre and post
conference questions banks reflect
research strategies that promote an
environment for improved student
achievement
The conference summary does not
includes growth areas for the teacher
or the growth areas were not
developed through collaborative
reflection
The questions utilized during the
conferences do not address research
and data that is utilized to make
decisions regarding equity,
effectiveness and efficiency