This supervision instrument is meant to measure teaching effectiveness, learning, and content mastery. It will be used during classroom observations in reading classes at the author's school. The instrument is divided into sections that evaluate goals and expectations, assessment, instructional practices, learning environment, curriculum quality, preparation for student needs, and evidence of differentiation. The last section specifically looks at phonics instruction, which the school's data identified as an area of need. The form allows observers to take notes on these elements and provide feedback to improve instruction in reading, particularly phonics skills. The overall goal is to increase student success in reading through more explicit and differentiated phonics teaching.

1. Ruining Head: SUPERVISION INSTRUMENT 1
Supervision Instrument
Lesley S. Danford
University of West Alabama
IL572 Summer 1
Dr. Darlene F. Atkins, Ed.D.
June 6, 2021

2. Ruining Head: SUPERVISION INSTRUMENT 2
The purpose of this instrument is to measure the effectiveness of teaching , learning and
content. I have established a need for explicit phonics instruction within my school to increase
student success which would increase our school’s success. The data indicated that most of our
students are reading at grade level, but their phonics scores and reading fluency scores were
below proficiency range in kindergarten through third grade. The observation form will be used
during all classroom visits to monitor instruction within a reading class setting. The form is a
word document than will be printed before the observation and completed while in the room,
and has a section for comments or notes to be used during the observation and debrief of the
lesson.
The supervision instrument is divided into sections wich include goal setting, student
assessment, instructional practices, supportive learning environment, quality of curriculum,
preparation and response to learner needs, Evidence of differentiation, and a phonics look for
form. The goal setting section is to ensure that students are aware of the focus of the lesson
and will show if the teacher has knowledge of the learning goals for the lesson. Assessment
should be a part of all academic lessons this section will show how assessment and questioning
help to guide lesson planning, adjust lessons, monitor student understanding, and overall
learning. Instructional practices section involves how students are grouped for learning, modes
of instruction, communicating clear directions, effective routines, classroom management and
good use of classroom time and materials all of which are part of a strong instructional core.
Supportive learning environment section allows us to see if the teacher demonstrates respectful
behavior toward students and sensitivity to different cultures and ethnicities, acknowledges
student strengths and participation by all students, and are the students asking question with
ease. The quality of curriculum section addresses the link to learning targets, important ideas,
and the task assigned to evaluate state standards.
The last two sections on the observation from deal with differentiation for all learners and
their specific needs. Preparation and response to learning section will show how the teacher

3. Ruining Head: SUPERVISION INSTRUMENT 3
prepares for the needs of students learning, and if all students no matter their learning style or
ability have been planned for. In the Evidence of differentiation section, you will be able to
monitor if the materials were varied for students, how students are grouped for learning, and if
learning was connected to students interest as well as the variety of assessments used with
each learner in mind. It is important that the ability and interest of students in connection with
their age are considered in the planning, teaching, and assessing learners. As educators we
have a challenge to meet all students where they are and promote success and growth through
a variety of activities and levels.