Classroom Observation Instruments Essay

The following checklist it found off the Charlotte Danielson Frame guide. Teacher valuations are based on four components or domains. Domain 1 is preparation and planning, domain 2 is formroom environment, domain 3 is instruction, and domain 4 is professional responsibility. When completing a schoolroom observation, only aspects of domain 2 and domain 3 are patent with a walk by dint of. The following is an evaluation checklist of things a principal exit look for while completing a classroom walk through. Sections mark with a (T) are instructor behaviors being nonice, those marked with an (S) are scholarly person behaviors.Domain 2- Classroom Environment1. Creating a classroom environment of reckon and rapport (T)2. Establishing a culture for learning (T)3. Managing classroom procedures (T)4. Management of bookman behavior (T)5. Organizing physical space (T)6. Work stations for group work (S)7. Student desks are organized and material accessible (S)Additional notes on c lassroom environmentDomain 3 Instruction1. Communicating with students (T)2. employment of questioning and discussion techniques (T)3. Engaging students in learning (T)4. Using estimate in instruction (T)5. Demonstrate flexibility and responsiveness (T)6. Whole class stir upicipation (S)7. Student Engagement/on task behavior (S)8. sanction displayed in assessment (S)Additional notes on instructionThe to a higher place checklist is meant to be a guideline for principals to use during a walk through evaluation. groundwork 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 contiguous steps in the learning process. Those areas marked yes should be a understanding for celebration. Evaluators and teachers domiciliate then discuss to what extent those aspects were present during the observation.In adjunct to the yes or n o answers for each aspect of the two domains, an evaluator can write comments that supervene within the domain descriptions as well. Are classroom procedures posted? That can be noted for classroom environment. What type of graphical organizer did the teacher use? That is develop of an instructional strategy. The bottom part of the checklist allows the evaluator to add to the things he saw or did not see.This evaluation checklist should be copied and given directly to the teacher for reflection. That way the teacher has flying 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 much as it is a checklist for the evaluator, it can be used as a sign in for the teacher. If era allows, the principal should sit down and discuss the findings with the teacher, but time is no t always available for this conference opportunity.This communication 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 nigh 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 required and feeling comfortable enough 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 Garci a, P. (2000). Supervising Your Faculty with a Differentiated Model. The Department Chair 11(2)