Mentoring & Coaching: Performance Task 2

 Database instruction video

https://youtu.be/21fH6oTbTXw

I found the following database instruction video taught by a librarian. I wanted to use a sticky-note method of observation and place sticky notes next to the domains that I was observing. Because I am not familiar with the Danielson evaluation I realized early on that this wouldn’t work for me, so I simply took longhand notes. I then went back and watched the video a second-time making note of the times when specific events occurred. This action reinforced how nice it would be to have a recording of a mentee’s observation. In addition to allowing more analysis by the mentor and providing an opportunity for the mentee to self-evaluate, it could serve as the third point for the mentor and mentee to focus attention during a conversation. 

Based on this brief observation I would rate the librarian as proficient using the Danielson evaluation. Details follow:

Domain 2: Evaluation of the environment

As far as 2a “Creating an environment of respect and rapport,” I would rate the librarian as “proficient” as the students seem focused on the lesson and providing appropriate attention. There are established norms like they generally raise their hands to be called on. 2e “Organizing physical space to enable smooth flow” there are two large screens at the front of the room so students can view the librarian’s demonstration of the database as well as individual computers for them. I imagine that after the lesson students will search individually. This seems like the perfect setup for a demonstration lesson, so agree I would rate “proficient.”. 2d “Managing students behavior” I might score the librarian as “basic.” I noticed a student on her phone and could hear the ELA teacher shushing students at the beginning of the lesson. These could be indications that the librarian needs to establish more routines, like putting phones away during the lesson, but it also could be the case that the student was taking notes on her phone. In general, the students seemed attentive and respectful so I wouldn’t necessarily read too much into the initial shushing either. 

Domain 3: Delivery of service

This lesson appears to be recorded by a language arts teacher whose class was getting this lesson. Based on the fact that the ELA teacher was recording, I assume that there is at least some collaboration between the librarian and teacher. It seems that the lesson is focused on a literary criticism project that the class is doing. I would score the librarian on a “proficient” level for 3b “Collaborating with teachers in instruction units and lessons” because the librarian references another lesson she has had with the class (7:40) leading me to believe that there is an ongoing collaboration. Also at 1:10, the ELA teacher asks a question to help guide the lesson. This demonstrates a comfortable relationship between the teacher and librarian.

I would score the librarian as “proficient” on 3c “Engaging students in enjoying literature and in learning information skills.” At 8:25 the librarian asks the students to evaluate a search before she performs it. She’s assisting them in developing their evaluation skills, evaluating their search terms before they press enter. At 10:20 the librarian demonstrates alternate search terms (nineteen eighty four vs 1984) as well as the boolean operator OR. At times, for example, 2:00, the librarian asks a question but could pause longer to allow for student responses. The librarian demonstrates how to approach using a research database if you are uncertain of which subject-specific database to use by beginning with a general database (6:26). This skill can be used across disciplines and is a great skill for students to have. The librarian is “proficient” at 3d Assisting students in the use of technology in the library by demonstrating the databases’ ability to filter and sort results. By having at least two databases and it sounds like additional subject-specific databases the librarian seems “proficient” at 3a Maintaining and extending the library collection in accordance with the school’s needs and within budget limitations. Though perhaps this is a stretch.

How would I benefit from formalizing a self-evaluation process?

I’m certain if I implemented a more formal self-evaluation process my teaching would improve. Sometimes this has naturally happened when I am teaching the same lesson multiple times a week. For example, if I have the opportunity to work with two different sections of a class during a week to deliver the same lesson, I would take note of pieces that weren’t as successful or consider changing the order of items in the lesson. If I was more formal about the process, taking the time to actively reflect and fill out the journal prompts, I’m sure the improvements would be even greater. If I spend time immediately after delivering a lesson and used Reflection Journal 3, I could record “strategies I want to remember to include.”Of course, I would then need to incorporate reviewing the observations before the next lesson. If I used these journal prompts I would also make observations about classroom management. Over time I might see a pattern.