Ex. “You asked a variety of questions throughout the lesson to check for student
understanding. You asked numerous questions on the knowledge and comprehension
level that led students to review previous learning as they identified the elements of a
pictograph and defined mean, mode, median, and range. You also asked them to define
vocabulary within the lesson’s objective, which allowed you to restate the objective,
using their response. As you progressed through the lesson, you continually asked
students to explain how they arrived at their answers and to explain their classmates’
responses. This type of questioning moves students to a deeper understanding of the
content being taught as they must justify their thinking. You also asked questions that
required students to evaluate the purpose and advantages of using a pictograph.”
Refinement Plan
1. Refinement objective. Use specific language from the rubric to develop the objective.
Ex. “By the end of the conference, the teacher will be able to explain how she plans for
the pacing of a lesson that provides sufficient time for each segment and provides for a
clear closure.” This objective includes specific language from the ‘Lesson Structure and
Pacing’ indicator.
2. Self-analysis. Ask a specific question to prompt the teacher to talk about what you want
him/her to improve upon. Utilize a question that includes specific language from the
rubric. This can lead the teacher to reflect on the indicator you have identified as his/her
area of refinement as it relates to the lesson.
Ex. “When developing lessons, how do you decide on the pacing of the lesson so
sufficient time is allocated for each segment?”
3. Identify specific examples from the evidence about what to refine. It is critical that the
observer leading the post-conference provides specific examples from the lesson to
support the indicator being refined. This is the most important element of the plan
because it models a strong example and labels why it is a strong example. This provides
support for the teacher as they apply the model to future lessons.
Ex. “You began the lesson with an explanation of the lesson’s objective and an overview
of the lesson. Modeling for students how to analyze a pictograph followed, and then
students were to work in groups to read a pictograph and complete questions on a
worksheet. You mentioned earlier that you wanted students to be able to work in groups
and then report their findings. However, there was not sufficient time for this to occur
during the lesson.”
4. Recommendations. Provide specific examples of what to refine with suggestions that
are concrete. Also indicate the example is strong and how it will improve student
learning. Ideally, the teacher should leave with next steps, a resource to support those
next steps, and a date by which you will follow-up to monitor progress.