Observation Notes for Margaret Egler:

Observation #1 - 10/8/2014
Pre-Visit:
Margaret is going to be collecting work then having students read a poem that focuses on
imagery/sensory details in writing. She would like students to focus on using sight/hearing to
improve their writing for the lesson then time for student to critique each others writing.
Margaret asked that I focus on observing the beginning of class and how she handles/redirects
side conversations and student disengagement.
Observation Notes:
- Margaret explained the plan for the beginning of class that was written on the board.
- Used if you can hear me and the class quieted quickly.
- Explained next steps (collect and read) for student writing. There were some side
-

conversations during this time.

Margaret introduced the poem, then student read quietly. There was a question on the board
for the poem. 2 students had a side conversation and 1 student was eating during the silent
reading. Redirected students to read the poem then answer questions.
After silent reading, students were prompted to pair share though partners were not assigned in
advance. Some pairs not talking, one got up, one large group.
Next Margaret asked students to do a quick write - gave the topic and time to write. A student
made a distraction that became a bigger distraction (couldnt hear what was said). During the
writing time, there were side conversations and some students did not write anything. Then
Margaret set norms then asked for share-out of the quick writes.
Transitioned to taking notes: told students what to do and wrote title for notes on the board.
The notes were quick then she handed out the reading and read the first draft then final draft.
Students listened and were engaged during the reading.
After reading, Margaret asked students to read back through and underline any imagery they
read. She then walked through to help students, starting with one particular student.
(Had to leave at this point.)

Celebrations:
1) It was very helpful to read the first and final draft aloud. The students were engaged and
focused during this time.
2) Margaret had a well planned lesson and was able to follow through with what she wanted to
accomplish (from what I saw).
3) She provided time for students to do what she was asking and prompted them again as
necessary.
4) During independent work time, Margaret checked in with specific students first to make sure
that they were on task and understood what was expected.
Wonders:
1) The transitions were a bit challenging and an area where students would begin to have side
conversations.

2) Being very clear about tying in the warm-up poem to the focus of the lesson would help
students to understand the connection between the poem and the rest of the lesson.
3) Margaret is currently working on containing side conversations and had some good structures
to do this.
Debrief:
We discussed reading the text aloud to the class and the benefits of students vs. teacher reading
aloud. We also talked about checking in with specific students, especially the few that are her
main concerns at the moment. Our main focus was on the transitions and how to support
students as they shift between activities or between parts of an activity.

Observation #2 - 11/20/2014
Pre-Visit:
Margaret was planning a socratic seminar with students based on a reading (artificial
intelligence) they had been assigned the day before. She asked that I focus on observing the
engagement of students in the discussion group and how they use the text to share their
opinions / ideas.
Observation Notes:
I came in partway through the socratic seminar on artificial intelligence. It was a slow
conversation with pauses between responses as though the students were trying to determine how
to move forward with the discussion. Some students used their text to answer questions that
were brought up or to share their ideas. Students did ask those who had not contributed to share
their ideas. This helped encourage the conversation to continue, but there were few follow-up
comments after these ideas. Margaret asked questions to try to continue the discussion, but
students would answer her instead of discussing the questions with the group.
Celebrations:
1) Students asked those who had not yet shared what they thought so that everyone had a
chance to share.
2) A few students used the text when sharing their thoughts during the discussion.
Wonders:
1) The discussion had a hard time keeping its momentum. Students had some ideas, but did not
reference text very often. Few students would comment on someones idea.
2) When Margaret asked prompting questions, the students answered her instead of sharing their
ideas with the group.
Debrief:
We discussed how students were trying to engage each other during the seminar. Also, how
Margaret asking addition questions to prompt the discussion helped. I asked about tying
different texts that student might be more interested in and we discussed how it is hard to find
quality topics for students to discuss. Margaret also shared that some of the students commented
weve never had to think before and that this made seminars challenging.

Observation #3 - 2/17/2015
Pre-Visit:
Margaret shared with me her concern that a student was not making progress in Khan Academy
(the program the student was using for math instead of the class assignments). She showed me
the teacher screen on Khan Academy and that the student had not logged in for about a week.
The student had originally requested other work as she was not following along in class and the
work was too advanced for her. Margaret would like feedback around her interactions with the
student and whether the outcome seems reasonable.
Observation Notes:
The student came in for the conversation at a prearranged time and Margaret shared the purpose
(to check-in about how the program is working and share what she is seeing). The student
shared what is working for her and Margaret shared that the teacher sees her working on the
computer during class. Margaret showed the student what the teacher view on Khan Academy
shows, and they worked together to try to find what the student had worked on. It took a bit of
time, but they were able to find a page that showed the work the student had already completed.
The program does not track the actual time, but that is how the student was going to be graded,
so Margaret asked the student for a different way to track the time the student works on Khan
Academy. The student suggested writing down what she works on into the homework log
provided but he teacher in order to provide proof of time. Margaret agreed and said that she
would share the new plan with the teachers.
Celebrations:
1) Margaret used a visual, the teacher screen on Khan Academy, to share her concern with the
student. This provided a place to start and a direction for them to work towards.
2) Margaret asked the student for possibly solutions and, when a solution was suggested,
clarified what the plan would be moving forward.
Wonders:
1) I suggested that Margaret could have asked the student to log in to her own account, and she
shared that the student was about to get picked up so she did not have the time to log into her
own account. Margaret plans to follow-up on this with the student tomorrow.
Debrief:
I shared that I was struck by Margaret asking the student what a possible solution would be,
allowing the student to have more buy-in moving forward. Also that it was extremely helpful to
show the teacher screen to the student so that she understood why Margaret had a concern. I was
concerned that Margaret did not bring up the student account, and Margaret shared that the
student was getting picked up right after the conversation. Margaret shared that she was able to
see more of the students progress, but that there was till a gap in the time show and amount the
student said she had worked. Margaret is planning to follow-up with the student the following
day.

Observation #4 - 4/20/2015
Pre-Visit:
Margaret shared with me that a student is having outside issues and that parents have requested
that she be on contract for the time being. Margaret will be meeting with Marci J. to determine
how to support the student with a contract that is reasonable given her modified curriculum.
Observation Notes:
Margaret met with Marci J. to discuss how to move forward for a specific student who has an
outside of school issue with someone she was dating / friends with. Parents decided that the best
way to move forward was to keep the student at home and wonder how she will be able to
continue to get credit. Margaret shared the situation with Marci J. who was unfamiliar with the
students background. Margaret described the situation and information from this past year (I
provided a bit of other background information from previous leaves) and shared that the student
is on a modified curriculum. They then discussed ways for the student to get credit and what
courses would be required for graduation (as she is currently a senior). They determined a way
to move forward, focused on completing the math class as this is the only one required for A-G
completion. Margaret was then going to communicate the suggested plan to the Dean and
Director and, with their approval, the parents.
Celebrations:
1) Margaret did a great job of sharing the situation with Marci and explaining the concerns that
parents brought to her.
2) Margaret asked important questions to help ensure that all the background information was
provided.
3) A solution was reached that Margaret is going to be able to share with the Dean and Director
and (with their okay) the parents.
Wonders:
1) It would have been helpful for Margaret to get a bit more background information before the
meeting. this would help frame the conversation and support a way to move forward.
2) It would also be helpful to become familiar with options available for adjusting courses for a
student on Modified Curriculum.
Debrief:
We discussed how Margaret was able to share information with Marci in a way that took parent
concerns into account. We also talked about how the questions that Margaret asked helped
ensure that everyone gained necessary information. We then discussed how being aware of who
is on modified curriculum and being aware of the possible alternatives to courses are necessary
in cases like this. We also talked about how it can help to have alternate solutions during a
discussion so that the IEP team can agree on a way to move forward.