Chapter 8 - Informal & Formal Observations

Chapter 8 - Informal & Formal Classroom Observations

Rod Engels

10/19/20

Multiple Choice

The overall intent of instructional supervision is to

• make sure teachers are working

• catch teachers using poor instructional practices

• support teacher growth and development

• evaluate the behavior of the students in the teacher's class

Informal observations

• Effective supervisors do not wait to be invited into classrooms; they find opportunities to drop in for informal visits.

• Not a means to find fault with teachers - need to build trust and relationships

Multiple Choice

Informal observations provide opportunities for supervisors to

• Motivate their teachers

• Monitor instruction in the classroom

• Be accessible and provide support

• Keep informed about instruction in the school

• All of these

Informal Observations

• Are brief (15-20 minutes)

• Can occur at the beginning, middle, or end of class

• Can occur at any time during the school day

• Focus on a variety of aspects

Multiple Select

Informal observations do not necessarily include a post conference, but supervisors can strengthen their relationships with teachers by communicating something about what was observed. Feedback should (choose all that apply)

• be as specific as possible about what was observed

• be timely

• highlight the mistakes a teacher made

• reinforce good teaching practices

Sample Informal Observation Note

Dear Mary,

I enjoyed my informal observation on September 9 during your Honors English class. The overheads used to illustrate the proper uses of dependent clauses kept students focused on the common mistakes they made in their own essays.

Clear directions kept students on task when they broke into small groups to proofread their essays. The small group size (three) kept all students engaged. Perhaps you might want to share these techniques with other freshman Honors teachers?

Thanks, and I hope to see you at the faculty tailgate party tonight!

Go Bills!

Multiple Select

Guidelines for informal classroom observations include (choose all that apply)

• informally observing all teachers

• informally observing as often as you can

• focusing on one or two areas of the instruction

• letting your demeanor indicate you enjoy time in the classroom

Multiple Select

More guidelines for informal classroom observations include (choose all that apply)

• making the time to follow up

• checking on teachers that you've recently heard complaints about

• encouraging teachers to invite you to observe them

• applauding teachers for good work and encouraging them to share

To ensure that positive responses to informal classroom observations, supervisors should

• Publish procedures for observations

• Conduct informal observations regularly (1 or 2/week)

• Remind teachers to invite you in

• Avoid using informal observations to check on teachers you've heard complaints about

• Know when to leave if you sense a personal teaching moment is in progress

Formal Observations

Multiple Choice

In addition to the observation itself, formal classroom observations must include

• Time to meditate in the classroom where the observation will take place

• A Pre-observation meeting only

• A Post-observation meeting only

• Both a Pre- and a Post-observation

"The more teachers talk about teaching, the better they get at it."

Although evaluating teachers is up to administrators, teacher leaders can help. Rely on other sources of supervisory assistance including

• Subject-Area Coordinators

• Standards Leaders

• Mentors

• Teacher Coaches

Poll

Many new principals and other supervisors freeze at the thought of observations for a variety of reasons. Some common reasons are listed here. Which one most concerns you?

• Observing a class on subject matter that they are unfamiliar with.

• Insecurity about capturing data in a fast-paced lesson.

• Unfamiliarity with the processes of the clinical supervisory model (pre-obs., obs., post obs.).

• Insufficient knowledge of grade levels, the characteristics of students at a particular level, or a range of instructional practices.