Classroom Observation Instruments Essay Example for Free

classroom Observation Instruments EssayThe following checklist it based off the Charlotte Danielson Framework. Teacher evaluations are based on foursome components or publics. Domain 1 is preparation and planning, domain 2 is classroom environment, domain 3 is instruction, and domain 4 is professional responsibility. When completing a classroom observation, only aspects of domain 2 and domain 3 are observable with a walk through. The following is an evaluation checklist of things a leading will typeface for while completing a classroom walk through. Sections marked with a (T) are teacher behaviors beingness observed, those marked with an (S) are student behaviors. Domain 2- Classroom Environment1. Creating a classroom environment of respectfulness and rapport (T)2. Establishing a culture for learning (T)3. Managing classroom procedures (T)4. Management of student behavior (T)5. Organizing physical musculus quadriceps femoris (T)6. Work stations for group work (S)7. Student desks are organized and material accessible (S) surplus notes on classroom environmentDomain 3 Instruction1. Communicating with students (T)2. Use of questioning and intervention techniques (T)3. Engaging students in learning (T)4. Using assessment in instruction (T)5. Demonstrate flexibility and responsiveness (T)6. Whole class participation (S)7. Student Engagement/on t occupy behavior (S)8. Confidence displayed in assessment (S)Additional notes on instructionThe above checklist is meant to be a signpost for principals to use during a walk through evaluation. Can you see the five aspects of each domain present in the classroom for teachers and the five for students? A simple yes or no will suffice. The above checklist is meant to be a guideline or springboard to complete next step in the learning process. Those areas marked yes should be a cause for celebration. Evaluators and teachers can then discuss to what extent those aspects were present during the observation.In additi on to the yes or no answers for each aspect of the two domains, an evaluator can write comments that fall within the domain descriptions as well. Are classroom procedures posted? That can be noted for classroom environment. What type of graphic personal organizer did the teacher use? That is part of an instructional strategy. The bottom part of the checklist allows the evaluator to add to the things he see or did not see.This evaluation checklist should be copied and given directly to the teacher for materialisation. That way the teacher has contiguous feedback of what the principal observed in her classroom. This allows the educator to see what is being observed in her classroom and in her teaching. She can reflect on what aspects were not observed, adjust her teaching and include those aspects going forward. As very much as it is a checklist for the evaluator, it can be used as a check-in for the teacher. If time allows, the principal should sit down and discuss the findings with the teacher, but time is not always available for this conference opportunity.This communicating method would fall into a non-directive supervisory approach. Nondirective supervision involves the teacher being an essential part of the decision making process. While the teacher is reflecting and thinking through his actions for instructional improvement, the supervisor assists in this thinking and reflection process (Glickman Gordon, Ross-Gordon, 2008). This is shown through the principal giving feedback, but the teacher working out the next steps on her own. The positive aspect of this type of supervision includes the teacher feeling comfortable enough to ask their administrator for help when needed and feeling comfortableenough to take risks in their classrooms (Rettig, Lampe, and Garcia, 2000).ReferencesGlickman, C.D., Gordon, S.P., Ross-Gordon, J.M. (2014). Supervision and instructional leadership a developmental approach (9th ed.). Upper Saddle River, NJ Pearson. Rettig, P .R., Lampe and Garcia, P. (2000). Supervising Your Faculty with a Differentiated Model. The Department Chair 11(2)