Informal Observations Are Brief Observations That Are Not Ne

Informal Observations Are Brief Observations That Are Not Necessarily

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 is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Paper For Above instruction

Conducting informal observations is a vital component of instructional leadership, providing immediate insights into classroom practices and the instructional environment without the formal pressure or structure of official evaluations. These observations play a critical role in fostering continuous improvement among teachers, strengthening instructional quality, and supporting student outcomes. As an aspiring school administrator, preparing for and executing effective informal observations involves strategic planning, collaboration, and reflection, especially when integrating established evaluation tools and standards like the Professional Standards for Educational Leaders (PSEL).

Prior to engaging in informal observations, it is essential to review the evaluation instrument or protocol used at the school site. This review ensures clarity about the criteria for effective instruction and what aspects of the classroom environment should be prioritized during observations. When collaborating with a principal mentor, it is important to discuss and agree upon strategies for conducting informal observations. This includes deciding on the frequency of observations—whether weekly, bi-weekly, or monthly—and establishing a consistent approach for recording observations. If the site employs a specific observation tool—for example, a rubric or checklist—familiarity with its components and scoring guidelines enables consistent and meaningful documentation.

In this field experience, the focus was on conducting two 10-minute informal observations of two different teachers during instructional time. These brief observations aimed to capture critical aspects such as instructional effectiveness and classroom climate. During each observation, attention was given to the clarity of instruction, engagement of students, classroom management, and the physical and emotional environment fostered by the teacher. Recording observations could involve note-taking or using a specific form, depending on the site’s protocol. Comparing observations with a principal mentor helps establish inter-rater reliability, ensuring that assessments are consistent across different observers, which is vital for maintaining objectivity and fairness.

The comparison and discussion of observation notes with the principal mentor serve to calibrate evaluative judgments, clarify any discrepancies, and enhance observational skills. Engaging in this dialogue allows for shared understanding of what constitutes quality instruction and promotes professional growth. Additionally, using remaining time to observe or assist the principal mentor provides practical insights into administrative leadership and instructional support. Such experiences deepen understanding of how leadership influences classroom practices and provide models for future professional conduct.

Reflecting on the observation process, I recognized that effective informal observations require careful planning and active listening. Paying close attention to instructional delivery, student engagement, and classroom environment yielded valuable data even within a brief timeframe. These reflections highlight the importance of using observation tools and collaborating with colleagues to improve accuracy and objectivity. Incorporating PSEL Standard 6, which emphasizes ethical and culturally responsive leadership, underscores the need for fairness, equity, and professionalism in observation and coaching practices. This standard guides feedback, promotes growth, and fosters positive relationships among educators.

Applying what I have learned, I plan to integrate regular informal observations into my future practice as an instructional leader. These will serve as opportunities for formative feedback, building trust, and supporting continuous development. I will ensure that observations are consistent, objective, and focused on growth, aligning with PSEL standards for ethical leadership. Furthermore, I aim to develop my skills in providing constructive feedback that emphasizes strengths and growth areas, tailored to individual teachers’ needs. Establishing a collaborative, non-evaluative observation culture encourages teachers to reflect and innovate, ultimately benefiting student achievement.

In conclusion, informal observations are powerful tools for instructional improvement, provided they are conducted thoughtfully and reflectively. Collaborating with mentors, using reliable tools, and aligning practices with leadership standards such as PSEL 6 foster a professional environment conducive to ongoing growth and excellence in teaching. Embracing these practices will enable me to support teachers effectively, encourage professional dialogue, and cultivate a positive school climate dedicated to continuous learning and improvement.

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