Appendix D:  Observation Guide for Clinical Practice Interns

Many of the professional courses in education discuss theories and methods of instruction.  Through field experiences and clinical practice, the Intern has the opportunity to observe these theories and methods at work.  Therefore, the Intern is encouraged to observe every situation possible.  These include in-class and out-of-class activities of teachers, students, and administrators ranging from the seemingly mundane procedures of taking role to the more analytical aspects of motivation and evaluation.

Remember that the objective of observation is to learn from observing and analyzing rather than to be the critic.  Not all teachers manage their classrooms as an Intern may want to manage his/her future classroom.  In this situation, interns should observe and assess the management techniques within the context of their use, analyze the strengths and weaknesses for this particular situation, and examine adaptations that might improve their effectiveness for this unique situation or any other.

Teachers are unique individuals, and no two teachers follow the same procedures.  Each teacher will incorporate those methods that best suit his/her needs, the students' needs, the philosophy of the school, and the subject matter being studied.  This is the time for the intern to see theory become practice, enabling the discovery of why some procedures work while others do not.

The following is a guide for daily observations.  It is in the form of questions, so the intern can observe and then analyze.  Observation is not just seeing but also analyzing what is seen:

I.           Why is this lesson taught?

1. How does the purpose of this particular lesson align with the goals for the total course and with PASS objectives?

II.          What is being taught?

1. What is the source of the subject matter (textbook, films, television, handouts, etc.)?
2. What evidence do you see of student input affecting curriculum planning?

III.          What does the teacher do?

1. How does the teacher initiate the lesson and create student interest?
2. How does the teacher establish the objectives and expectations?
3. Does the teacher lecture, lead the discussion, ask questions, use audio-visual aids, test, etc.?  Why is it done this way?
4. Does the teacher favor one technique more than another?
5. Does the teacher move around the room or sit behind the desk?
6. How are the pupils motivated?
7. How does the teacher contribute to a stimulating intellectual climate in the classroom?
8. What steps are taken by the teacher to foster a wholesome emotional climate?
9. What attempts are made to teach to student interests?
10. How does the teacher close the lesson?
11. What are the expectations for the preparation for the next class period?

IV.         How does the teacher communicate non-verbally?

1. What kinds of facial gestures are made and are they consistent with the tone of voice?
2. Does the teacher make eye-contact with each student?
3. How is the teacher dressed?  Does his/her appearance present a professional image?

V.          What do the pupils do?

1. Are the pupils interested, involved, active?
2. Do pupils listen, discuss, give reports, write?
3. What kinds of behavior are displayed by the pupils?
4. What non-verbal cues are students giving (fidgeting, slouching, eye contact, daydreaming, etc.)?

VI.         What are the grading procedures?

1. What are the standards for grades in subject matter areas?
2. What are the standards for grades in citizenship?
3. What grading provisions are made for students with special needs?

VII.       What evaluation took place?

1. Was this the kind of situation in which teacher-pupil evaluation was feasible?
2. Was evaluation in terms of skills, knowledge, or attitudes developed?
3. What aspects of the teaching-learning situation are considered appropriate in terms of skills, knowledge, and attitudes developed?
4. How did the teacher use the results of assessment to revise the lesson?

VIII.      How do physical factors contribute to learning?

1. What provisions are made for proper lighting, temperature, ventilation?
2. How does the seating arrangement of students contribute to an effective classroom environment?
3. How are the chalkboards, bulletin boards, displays, instructional equipment used, etc.?
4. What technology was used by the teacher and students?

IX.         What role does the library/media center play in this school?

1. What facilities are maintained for teachers?
2. How do the students use the library?
3. How is computer use integrated into the instructional program?

X.          What counseling services are available?

1. How do students come into contact with the counseling office?
2. What records and tests are available for teacher use?
3. What is the relation to parents and community?
4. What is the relation to extra-class activities?
5. What role is played by the classroom teacher?
6. How and by whom are students’ programs made?
7. How are incoming students oriented to the school?

XI.         What facilities are available for special classes?

1. What provisions are made for students with special needs?
2. How are students with special needs included in this school?
3. What remedial groups exist and how are they handled?
4. Who is responsible for setting the conditions of IEPs, and to whom does a teacher go for instructional help in meeting the needs of the special students?
5. What provisions are made for English Language Learners?

XII.       What is the extent of the program of study?

1. What are the basic requirements?
2. What are the electives?
3. What is the purpose of homerooms and how do they operate?
4. Does the school follow a block schedule? If so, what format is used?

XIII.      What extra-curricular activities are available in this school?

1. How are they administered?
2. How are meetings arranged and scheduled?
3. How are sponsors designated?
4. What limitations and regulations are imposed?
5. What is the community attitude toward these activities?

XIV.      What health services are available through this school?

1. What examinations are conducted?
2. What records are kept?
3. What procedures do teachers follow in using the service?
4. What is the relation to city health and social agencies?
5. What does a teacher do when a child under his/her supervision is injured, involved in an accident, or becomes ill?

XV.       What is the general floor plan of the school?

1. How is the auditorium used? What are the stage facilities?
2. How is the lunchroom operated and used?
3. What provision is made for teachers' rooms?
4. Is there a projection room?
5. What equipment is available in the shops, laboratories, and other special subject rooms?  What are the rules governing the use of each?
6. What are the patterns and rules for hall traffic?

XVI.      What are the functions of the administrative offices?

1.    What is the relationship of the teachers to these offices/administrators?
2.    What support and assistance is offered by those in these offices/administrators?
3.     How does communication occur?

XVII.      What are the relationships between the school and local police agencies?

1. Are resource officers available at the school?
2. Does the school conduct a drug education program?

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