Classroom Observation checklist 2

Topics: Teacher, Education, Psychology Pages: 4 (617 words) Published: December 3, 2014


Classroom Observation Instruments
Lauren Scanlan
Grand Canyon University EDA-551
November 24, 2014

The following checklist it based off the Charlotte Danielson Framework. Teacher evaluations are based on four components or domains. 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 principal will look for while completing a classroom walk through. Sections marked with a (T) are teacher behaviors being observed, those marked with an (S) are student behaviors. Domain 2- Classroom Environment

1. Creating a classroom environment of respect and rapport (T) 2. Establishing a culture for learning (T)
3. Managing classroom procedures (T)
4. Management of student 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 classroom environment:
Domain 3 – Instruction
1. Communicating with students (T)
2. Use of questioning and discussion 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 task behavior (S)
8. Confidence displayed in assessment (S)
Additional notes on instruction:
The above checklist is meant to be a guideline 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 steps in the learning process. Those areas marked yes should be a cause for celebration. Evaluators and teachers can then discuss...

References: Glickman, 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)
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