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Supervision Instrument

Classroom Observation Form

School:________________ Grade:______________ Subject:______________ Time:_____________

Teacher:_________________________ Date:____/____/_____ Observer:________________

Strong Some None

GOAL SETTING
1. Establish clear learning goals ( knowledge understanding, Skills).
2. Linked new subject matter to prior learning and experience.
3. Most students appear aware of and understand the learning goals.
4. Provided guides to focus students on goals.
5. Closed the class with a focus on goals of lesson.
Comments:

Strong Some None

STUDENT ASSESSMENT
1. Implemented & used results of pre-assessment to adjust lesson.
2. Implemented assessment during lesson to gauge understanding.
3. Attended to student questions/comments during lesson.
4. Implemented assessment at the end of lesson to gauge student learning.
Comments:
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Supervision Instrument

Strong Some None

INSTRUCTIONAL PRACTICES
1. Varied student groupings; individual; pairs; small groups.
2. Used multiple modes on instruction.
3. Made use of classroom space, time, and materials.
4. Communicated clear directions for multiple tasks.
5. Provided effective routines that supported individual needs.
6. Displayed effective classroom management.
Comments:

Strong Some None

SUPPORTIVE LEARNING ENVIRONMENT
1. Demonstrated respectful behavior toward students.
2. Demonstrated sensitivity to different cultures/ethnicities.
3. Acknowledge student strengths.
4. Active participation by a wide range of students.
5. Students comfortable asking questions.
Comments:

Strong Some None

QUALITY OF CURRICULUM
1. Lesson targeted one or more state standards.
2. Lesson focused on important ideas or problems.
3. Task emphasized thought versus drill and practice.
Comments:
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Supervision Instrument

Strong Some None

PREPARATION & RESPONSE TO LEARNER NEEEDS
Phonics Lesson Form
1. Showed preparation for a variety of student needs.
Grades: K-3
2. Attended appropriately to
 students whodrills
The teacher struggle with
through learning.
sound cards
-VOWELS
3. Attended appropriately to students with behavioral/physical challenges.
-DIGRAPHS
-TROUBLE
4. Attended appropriately to advanced CONSONANTS
students.
Comments:  The teacher introduces a new concept.
-WORD OF THE DAY
-TRICK WORDS
-WORD PLAY
-WORD TALK
-ECHO/FIND WORDS
-STORY TIME
-DICTATION
 Teacher requires students to sky write.
 Teacher requires students to tap out the words.
 Planning is evident. The teacher is not depending
on the book. Strong Some None
EVIDENCE OF DIFFERENTIATION
1. Materials of varied readability and interest; multiple ways to access
ideas/information. Feedback: ____________________________________________________
2. Choices about how to________________________________________________________________
work ( alone, pair, small group), task in multiple
_______________________________________________________________
modes, variety of scaffolding.
_______________________________________________________________
3. Opportunity to connect learning with individual interest & variety of
assessment tasks. Grades: 4-5
Comments:  The teacher through sound cards
-VOWELS
-DIGRAPHS
-TROUBLE CONSONANTS
 The teacher introduces a new concept.
-WORD OF THE DAY
-TRICK WORDS
-TEACH SPELLING
-TEACH SUFFIXES
-TEACH MULTISYLLABIC
-STORY TIME
-DICTATION
 Teacher requires students to tap out the words
 Planning is evident. The teacher is not
depending on the book.

Feedback: ____________________________________________________
_______________________________________________________________
_______________________________________________________________