As a former assistant principal for staff development, as the current Director of the Jesuit-sponsored Alum Service Corps, and as a current adjunct instructor at Saint Louis University responsible for offering feedback to new primary and secondary education teachers, I have more times than not found myself visiting teachers in their classrooms where I am challenged to consider my role. Am I a peer, an evaluator, or a coach? Most times it is helpful when I approach class visits understanding my visit purpose: to help teachers become more self-aware through self-reflection and that the class visit is simply a prompt for teacher self-reflection which leads to growth. A structure for the class visit that I clearly communicate to teachers, as well as understanding my role as cognitive coach, is helpful to ensure teacher growth. Here are some suggestions based upon my experiences:
How do we gauge growth and success? This strategy for visits and conversations is successful if it allows the teacher to develop his or her own areas for growth based upon his or her own self-reflection and awareness and if future actions by the teacher illustrate improvement in these areas. Reflection Question: Identify one or two take-aways from this article that you can use during class your own class visits.
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Pete MussoAssistant Principal, Curriculum & Instruction Archives
May 2022
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