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EDAD 610: Observation Practices and Student Learning

Teacher observation is a common practice used to improve instruction, but its impact depends on how it is implemented. At my school site, observation occurs through both formal evaluations and informal walkthroughs. While these practices are intended to support teacher growth and improve student outcomes, their effectiveness can vary. The purpose of observation is to improve teaching and ultimately increase student achievement. However, challenges such as limited time and inconsistent feedback can reduce its impact. Formal observations may only occur every two years for tenured teachers, which limits opportunities for ongoing growth. In addition, some teachers perceive feedback as overly evaluative rather than supportive, which can affect how it is received and implemented. School data reflects these inconsistencies. While there has been growth in ELA, including a 9-point increase, growth in math has been more limited, and English learner performance declined by 5% . These results sugg...
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EDAD 610: Coaching Cycle

Supporting teachers is one of the most effective ways to improve student learning, and the coaching cycle provides a clear structure to do this. The cycle includes pre-observation planning, observation, and post-observation reflection, all grounded in collaboration rather than evaluation. During the pre-observation, using a structured planning tool helps focus the conversation on teacher goals, lesson purpose, and student needs. Guiding questions around strengths, lesson objectives, and CSTP focus areas ensure the observation is intentional and teacher-driven . This step is critical because it builds ownership and sets a clear purpose. During the observation, a CSTP-aligned tool helps collect specific evidence on learning targets, instructional strategies, and student outcomes . This keeps the focus on student learning rather than general feedback. The post-observation conversation is where the most growth happens. Using coaching stems and questioning strategies supports reflection ...
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EDAD 616: Flipped Professional Development

Supporting teachers in strengthening instructional practices is an important part of improving student achievement. One way to build teacher capacity is through professional development that models research-based strategies and provides opportunities for collaboration and reflection. Research shows that effective professional learning should focus on instructional practice and allow teachers to work collaboratively to improve student outcomes (DuFour & Eaker, 1998). This flipped professional development session was designed to support teachers at Cesar Chavez Elementary School in improving literacy instruction through instructional clarity and structured written responses using the RACES strategy . The session focuses on helping teachers support students in answering written response questions using evidence from text. Using a flipped professional development model allows teachers to review key ideas before the meeting so that the synchronous session can focus on collaboration, mo...
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EDAD 616: Digital Badges

Staff recognition plays an important role in building morale and strengthening school culture. Research shows that when educators feel appreciated for their efforts, they are more motivated and engaged in their work. Herzberg (1968) identified recognition as one of the key factors that increases job satisfaction and motivation in the workplace. One strategy I recently learned about in this class is the use of digital badges to recognize staff accomplishments. Before taking this course, I had never heard of digital badges, but I quickly saw their potential as a fun and meaningful way to celebrate teacher success. Digital badges provide a free and creative way to recognize educators for practices such as instructional clarity, collaboration, and commitment to student learning. Research also shows that when teachers feel valued and supported, they are more likely to engage in practices that improve student learning (Hattie, 2012). Below is a link to my Canva page where I created several ...
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EDAD 601: Public School Governance in California

California school governance system is a complex layered structure that begins with state governance, followed by county, district, and school governance.  As current staff leadership and potentially future administrators, it is imperative that we learn about their impact and how they ensure consistency and equity throughout the state. Below is our link to a Google slideshow. https://docs.google.com/presentation/d/1X4qAa6UhpfYxfRNKgQbRLmigG5eKIauMdMYQuFZC-tQ/edit?usp=sharing
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EDAD 601 Student Centered Vision Statement

I knew that schools and districts develop vision statements. However, I had never thought about developing my own personal student-centered vision. Below is my personal student-centered vision statement from the aspect of a literacy coach. Animoto Vision Video: Student-Centered Vision Statement At Cesar Chavez Elementary School, within the Coachella Valley Unified School District, we serve a diverse community composed primarily of multilingual learners and students from economically disadvantaged backgrounds. In the district’s 2025 Local Control and Accountability Plan, 40.21% of students are identified as English Learners and 92.82% as low income (Coachella Valley Unified School District [CVUSD], 2025). In this context, equity must be enacted through intentional instructional practice that ensures access and high expectations for every student. Kotter (2012) asserts that vision sets the stage for change by clarifying direction and mobilizing collective effort (p. 71). My student-cent...
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EDAD 606: SBAC Performance Tasks Practice and Exposure are Key

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Our ELA vs. Math PT results make the case: when students get  regular exposure , performance rises. On the ELA PT, with frequent practice,  46%  scored above standard (only  50%  below). On the Math PT, where exposure has been limited, just  2%  were above standard and  72%  were below. This gap isn’t about ability—it’s about  familiarity with the task type  and the language/format demands. To close it, we need consistent Math PT practice: daily or weekly PT warm-ups, explicit modeling of a full justification, posted success criteria, and quick language supports (sentence frames, labeled visuals, partner talk). More reps → clearer expectations → better reasoning and scores.
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