Jean Metelus
Grand Canyon University
Improving Teacher Performance and Self-efficacy
Dr. Washington
04/16/24
Conducting a formal observation of an elective or special area teacher posed unique
challenges compared to evaluating general education, special education, or beginning teachers.
As a principal, I understand the importance of conducting the evaluation process with fidelity,
regardless of the teacher's subject area expertise. My experience conducting the observation and
receiving feedback from my principal mentor provided valuable insights into the evaluation
process for elective teachers.
During the pre-conference, I focused on establishing clear expectations for the
observation and discussing the teacher's instructional goals and objectives. However, I
encountered difficulties in fully understanding the content and context of the teacher's lesson,
given my unfamiliarity with the subject area. Despite this challenge, I made a concerted effort to
approach the observation with an open mind and to focus on observable instructional practices
and student engagement. Throughout the observation, I paid close attention to the teacher's
instructional delivery, classroom management strategies, and student interactions. While I may
not have been able to assess the content knowledge or expertise of the teacher in the specific
subject area, I relied on indicators of effective teaching practices outlined in the school's formal
evaluation tool.
Following the observation, I reviewed the evaluation with my principal mentor, who provided
constructive feedback and guidance. My mentor emphasized the importance of focusing on
transferable teaching practices and instructional strategies, rather than content-specific
knowledge, when evaluating elective teachers. Additionally, my mentor highlighted the
significance of providing targeted support and resources to elective teachers to enhance their
instructional effectiveness.
This experience reinforced the importance of flexibility and adaptability in the evaluation
process, especially when evaluating teachers in specialized areas. Moving forward, I will apply
the insights gained from this experience to my future professional practice by:
1. Collaborating with elective teachers to develop a deeper understanding of their content
area and instructional needs.
2. Providing targeted professional development and resources to support elective teachers in
enhancing their instructional practices.
3. Incorporating a variety of assessment methods to evaluate the effectiveness of elective
teachers' instruction, including student performance data and peer observations.
4. Continuously seeking feedback from mentors, colleagues, and teachers to refine and
improve the evaluation process for elective teachers.
By applying these strategies, I am committed to promoting excellence in teaching and learning
across all subject areas and supporting the professional growth and development of elective
teachers in my school. I will apply what I have learned from this experience to PSEL Standard 6
by actively supporting the professional growth and development of all school personnel,
including elective teachers. By providing targeted support, resources, and feedback, I will
empower elective teachers to enhance their instructional effectiveness and contribute to a culture
of continuous improvement within the school community. Additionally, I will seek opportunities
for collaboration and ongoing learning to ensure that I am equipped to effectively support and
evaluate teachers in specialized areas.
