My teaching narrative is summarized in the following list.

 

• The opportunity of co-teaching allowed me to observe faculty and graduate assistants in practice and this was so powerful. Observation was my window into a variety of teaching and supervising tools, strategies, and techniques; I have adopted many of the observed tools in my own practice.

 

• In my own practice as a supervisor, I incorporated some informal assessments and had the interns assess my coaching and supervision. Data gained from these assessments helped me to fulfill my job in supporting the interns’ learning, and to continue improving my own practice. One of these assessments was a short questionnaire that I asked my interns to complete after the first observation (see example). Their responses helped better know each of them: I was able to identify some of their individual needs, learning styles, and coaching preferences.

 

• To study my own practice and to reflect on my teaching and coaching, I have used some tools such as the following:

  • Peer observation/ peer coaching: I worked collaboratively with a colleague supervisor where we exchanged observations and feedback debriefings. These observations took place during the coaching sessions with our interns. Moreover, the observations were guided by different purposes and for each observation I tried to create a specific tool to assist my peer coach in the process. For example, in the first peer-observation I had, my concerns were centered on the question types I ask and thus the tool I created intended to address this particular concern. The feedback I received helped me notice that I sometimes ask questions with imbedded messages that do not represent what I truly mean. This realization made be more aware and conscious with the questions I ask and the way I ask them. (See observation tool example on the right)

  • Video-based reflections: I video recorded most of my conferences and bi-weekly meetings for the purpose of reflection. The videos allowed me to address different aspect in my practice and see myself from a whole new angle. My pedagogical skills, body language, and communication skills are examples of what I have noticed and worked on through the use of videos.

  • Teacher educator inquiry: Connecting a research interest with practice made the experience of supervision so meaningful and so rewarding. I used some of the video recordings of my practice as data for a self-study that aimed to explore the beliefs and values that were reflected in my new professional role as a university supervisor. This inquiry helped me address some cultural issues and helped me reveal aspects of ever-changing professional identity. (See inquiry paper)

 

 

• Throughout the fall and spring semesters, I have conducted some workshops for the preservice teachers. The following are two examples:​

  • The first workshop was about the iMovie; it was prepared for level 3 preservice teachers with the aim of assisting them to develop some digital skills such as creating movies. It was conducted during the time of our weekly class meetings (Field Experience III). Preservice teachers have applied what they learned in creating videos for their critical task presentations at the end of the semester.  (Click for workshop PPT slides)

  • The other workshop was on differentiated assessment with an emphasis on pre-assessment. This was after I noticed their struggles in planning and using pre-assessments in their practice. It was conducted for my preservice teachers in level 4 during the spring semester. Benefits founds reflected in their practice as they incorporated different assessment tools other than test and have used the pre-assessments data in modifying their lesson plans and to differentiate their instruction as the example on the right shows.