Clinical Field Experience A: Informal Observations

Clinical Field Experience A: Informal Observations Informal observations are brief observations that are not necessarily part of the formal evaluation process. As a school administrator and primary instructional coach, you will conduct informal and formal observations. Informal observations allow you to take the pulse of the school by giving you a glimpse of what is happening across classrooms daily. (Allocate at least 1 hour in the field to support this field experience. Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form. Submit the Clinical Field Experience Verification Form) Coordinate with your principal mentor to observe and collaborate on the process related to informally and formally observing teachers.

Review the evaluation tool used at your site before addressing the following with your mentor: · What are your strategies for conducting informal observations? · How often do you conduct informal and formal observations? · What is your strategy for providing feedback? Continue to collaborate with your principal mentor to conduct two short informal observations of two teachers during their instructional time. Each observation should be approximately 10 minutes long and focus on the effectiveness of instruction and quality of the instructional environment, as well as anything about the tool used at your site. If a tool is not used, follow the lead of your principal mentor as to how informal observations are recorded.

Compare your observations and observation notes with your principal mentor, and discuss your findings to determine inter-rater reliability. Use any time remaining from this field experience assignment to assist the principal mentor and, provided permission, seek opportunities to observe and/or assist the principal mentor. In words, summarize and reflect on the observation process, and your experience conducting the informal observations. Incorporate PSEL Standard 6 into your reflection and how it relates to the teacher coaching development process. Describe how you will apply what you have learned to your future professional practice.

APA format. RUBRIC: (40) Summary of Observation Process and Experience: Summary substantially reflects on the observation process and the experience conducting informal observations. (40) PSEL Standard 6 and Implications for Future Practice: Reflection proficiently discusses implications for application as a future practitioner. Elements of PSEL Standard 6 are expertly incorporated into reflection. (20) Sources, Mechanics, Organization

Paper For Above instruction

Engaging in informal classroom observations is a vital component of effective educational leadership, offering a real-time snapshot of instructional practices and environmental quality within a school. This process not only informs instructional improvement but also fosters collaborative relationships between administrators and teachers. For this field experience, I dedicated over an hour to observe two different classrooms, each for approximately ten minutes, focusing on instructional effectiveness and classroom environment, in collaboration with my principal mentor. This reflection details the process, experiences, and insights gained, aligning with PSEL Standard 6, which emphasizes leadership for building and sustaining a supportive, rigorous, and equitable learning environment.

Preparation for the observations involved reviewing the evaluation tools utilized at my assigned school to ensure understanding of the criteria and expectations. My mentor and I discussed the strategies for conducting informal observations, emphasizing an unobtrusive approach to minimize disruption and maximize authentic observing. We agreed that observing different classrooms with a focus on instructional delivery, student engagement, and classroom climate would yield meaningful insights. The frequency of informal observations was determined to be ongoing, with a deliberate schedule to include at least one observation per week, complemented by formal evaluations, thus providing continuous feedback loops for instructional growth.

During the classroom visits, I concentrated on documenting observable instructional strategies, student engagement levels, classroom management, and the overall environment. I used the observation tool provided by the school, which prompts recording evidence of effective instruction, teacher-student interactions, and classroom climate. If the tool lacked certain aspects, I supplemented notes based on the school's expectations. These brief visits allowed me to see how teachers implement lesson plans, how students responded to instruction, and the overall pedagogical climate fostered by each teacher.

After completing the observations, I engaged in a reflective discussion with my principal mentor to compare notes, focusing on inter-rater reliability — ensuring that observations were consistent and aligned with the school's standards. This collaboration was instrumental in refining my observational skills, clarifying expectations, and understanding different interpretations of instructional quality. We discussed discrepancies and identified the strengths and areas for improvement in each observed lesson, emphasizing constructive, actionable feedback aligned with best practices.

The experience reinforced the importance of a balanced, trusting relationship between administrators and teachers, as well as the need for ongoing, formative feedback to support professional growth. I learned that informal observations, when done thoughtfully, serve as a powerful tool to identify instructional strengths and opportunities for development without the pressures often associated with formal evaluations. This aligns with PSEL Standard 6, which advocates for leadership that supports continuous improvement and equitable learning environments. By observing varied classroom practices, I gained insights into strategies that promote student engagement and a positive classroom climate, which I aim to incorporate into my future practice.

In applying what I have learned, I will prioritize establishing trust and showing genuine interest in teachers’ instructional methods, providing specific, formative feedback that encourages professional growth. The collaborative review process with my mentor demonstrated the value of consistency and clear criteria in observations, which I plan to implement by consistently using standardized tools and engaging in calibration meetings. Furthermore, I recognize the importance of fostering a supportive environment conducive to reflection and continuous learning, as emphasized in PSEL Standard 6.

References

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