Classroom Observation Instruments
Kelly
Grand Canyon University
551: Supervision and Instructional Leadership
Dr. Gary McDaniel
July 31, 2013

Classroom Observation Instruments 1 As a principal, there are many challenges one may face. The challenges range from scheduling to disciplining students. However, one of the most demanding areas is the ability to provide effective instructional leadership. “Recent research shows that high-performing school districts actively seek to establish a clear expectation that the principal will be the instructional leader and the primary architect of instructional improvement at the school (Togneri & Anderson, 2003). Making sure that teaching materials are high- quality and readily available for teachers along with scheduling appropriate professional development are two roles of an instructional leader. In order for these to take place the principal needs to be aware of what is going on within the classrooms. Conducting classroom observations is key in guaranteeing the right tools are provided to teachers. An approach that has becoming increasing popular is the learning-walk or walk- through. When administrators complete a walk through, it gives them the opportunity to gather information about the classroom and help frame collaboration. “The walk-through can be defined as a brief structured, nonevaluative classroom observation by the principal that is followed by a conversation between the principal and the teacher about what was observed.” (Learning Point Associates, 2007) Vital information can be gathered when a walk-through is used appropriately. It also gives administrators the chance to visit the classrooms more often then full observations. When visiting classrooms more frequently, it gives the principal a chance to identify any instructional concerns or issues and gives them the opportunity to share their expertise in the areas of teaching and learning. Classroom Observation Instruments 2
Based on the article, Using the CLASSROOM WALK-THROUGH as an Instructional Leadership Strategy, there are three important pieces to an effective walk-though. These include brevity, focus, and dialogue. By conducting walk-throughs, an administrator can increase the number of classrooms he/she visits which in turn would allow him/her to get a better picture of any patterns or issues throughout the school. Focus is very important to a school. It allows all stakeholders involved to be on the same page, especially when it comes to expectations. Walk-throughs become more applicable when all parties involved understand the purpose and meaning. Last but not least, walk-throughs create dialogue between the administrator and teacher. This discussion allows feedback to be provided by the administrator and the teacher to begin the reflective process. When matters can be talked about openly, there is an increase for continuous improvement throughout the school.
The following is an example of a walk-though that will provide valuable information to administrators and teachers alike. With effective communication being a key characteristic in supervision, the manner in which the gathered information is relayed back to the teacher who has been observed is important. One way is to provide the teacher with a copy of the form used to include any comments that were made. Also, providing the feedback in a timely manner is significant. This allows the reflection process to begin before the events of the lesson are forgotten. Having a short post observation meeting with the teacher will give the administrator a chance to reinforce the positive and have the teacher provide input as to how he/she thought that part of the lesson went.
Classroom Observation Instruments 3
2013-2014 Walk-Through Checklist Teacher Name/Grade Level: | Date/ Time: | Subject: | Number of Students: | Lesson Objective/Focus: | | Group Format: | _____ Whole Group _____ Small Group _____ Paired _____ Individual | Class Engagement: | _____ Highly Engaged: most students are engaged_____ Well Managed: students are compliant due to routines_____ Not Engaged: Many students are not on task | _____ Materials are implemented effectively_____ Teacher uses higher-level questioning_____ Modeling is provided by teacher, followed by adequate practice by students_____ Objective(s) for lesson are clear and articulated_____ Evidence of Differentiation _____ Explicit instructions are provided_____ Teacher engages students in meaningful interactions during lesson_____ Multiple opportunities are provided for students to practice task_____ Teacher provided immediate feedback_____ Teacher is encouraging and allows for wait time_____ Expectations are clear and evident | Comments: | Teacher’s Signature: | Evaluator’s Signature: |

References:
Togneri, W., & Anderson, S.E. (2003). Beyond islands of excellence: What districts can do to improve instruction and achievement in schools.
Using the Classroom Walk-Through as an Instructional Leadership Strategy. (2007). Center for Comprehensive School Reform and Improvement.