THIS IS A SAMPLE FORMAT FOR THE ASSESSMENT OF BALLET TEACHERS. IDEAS 
PRESENTED HERE MUST BE ADAPTED TO YOUR OWN SITUATION. THE FORM SHOULD
TAKE INTO CONSIDERATION THE TYPE OF DANCE FORM BEING TAUGHT AND MAY
INCLUDE OR EXCLUDE ANY CRITERIA YOU FEEL APPROPRIATE. DATA: R.BARRAZA
/ENDNGC
-------------------------------------------------------------------
TEACHER:                                                 DATE: 
COURSE:                                                  GRADE/LEVEL:


I.   METHODOLOGICAL ASPECT: 40 PTS.           START TIME:
II.  PEDAGOGICAL ASPECT:    40 PTS.           BARRE DURATION:
III. CLASS OBSERVATION:     20 PTS.           CENTER DURATION:
                                              ALLEGRO:
                                              POINTES: 
                                              OTHER:     
----------------------------------------------------------------------------

I. METHODOLOGICAL ASPECT: 4PTS/EACH
1.  FOLLOWS CURRICULUM/PROGRAMME/SYLLABUS
2.  FOLLOWS LOGICAL SEQUENCE
3.  CLEARLY DEFINED CLASS OBJECTIVE, SPECIFY: 
4.  DEMONSTRATES CAPACITY TO DETECT AND CORRECT METHODOLOGICAL ERRORS
5.  DEMONSTRATES CONGRUENCY BETWEEN THE CLASS OBJETIVES AND THE STRUCTURE 
    OF THE CLASS
6.  EXERCISES AND COMBINATIONS ARE CONGRUENT AND STRUCTURED ACCORDING TO THE
    CLASS OBJECTIVES
7.  MASTERS THE LEARNING CONTENT: METHODOLOGY, COUNTS, RYTHM, ACCENTS, FLUIDITY
8.  CORRECTLY APPLIES THE ESTABLISHED TEACHING PRACTICES FOR THE CONTENT MATERIAL.
9.  MODIFIES CLASS CREATIVELY ACCORDING TO SCHOOL POLICIES.		
10. UTILIZES RYTHM AND MUSIC CORRECTLY AND CREATIVELY.
---------------------------------------------------------------------------

II. PEDAGOGICAL ASPECT 4PTS/EACH

1.  DEMONSTRATES CAPACITY TO CORRECT ERRORS IN STUDENTS AND OBTAIN RESULTS
2.  MOTIVATES STUDENTS AND CORRECTS THEM APPROPRIATELY
3.  MAINTAINS CLASS POSITIVE ENVIRONMENT, PREVENTS INTERRUPTIONS AND TIME LAGS
4.  DEMONSTRATES EXERCISES ONLY WHEN NECESSARY, IS ABLE TO DEMONSTRATE ON A
    STUDENT, TO PREVENT POOR IMITATIONS OF THE STEPS, POSES AND MOVEMENTS
5.  DEMONSTRATES MASTERY OF THE TERMINOLOGY, IS ABLE TO UTILIZE TERMINOLOGY
    FOR DESCRIPTION OF THE EXERCISES, STUDENTS ARE ABLE TO EXECUTE COMBINATIONS
	AND EXERCISES JUST BY LISTENING TO THE TEACHER'S EMPLOYMENT OF THE TERMINOLOGY
6.  DEMONSTRATES APPROPRIATE INTERACTION AND CONTROL WITH THE ACCOMPANIST/DEMONSTRATES
    APPROPRIATE USE AND SELECTION OF MUSIC MATERIAL FOR EACH EXERCISE/PREVENTS TIME LAGS
7.  UTILIZES CLEAR AND AUDIBLE VOICE DURING THE CLASS, IS AWARE OF ALL STUDENTS BEING
    ABLE TO SEE AND UNDERSTAND HIM/HER
8.  MAINTAINS A POSITIVE ATTITUDE TOWARDS STUDENTS AND PIANIST AT ALL TIMES				
9.  CREATIVELY AND APPROPRIATELY UTILICES THE MIRRORS OR OTHER DIDACTIC MATERIALS, 
    PERIODICALLY CHANGES THE FRONT WHILE TEACHING.
10. MAINTAINS DISCIPLINE DURING CLASS

---------------------------------------------------------------------------

III.  CLASS OBSERVATION  20 PTS
DETAILED DESCRIPTION OF THE STRUCTURE OF THE CLASS AND COMMENTS.
OBSERVATIONS ABOUT STUDENTS, MUSIC, ETC. THAT MUST BE EITHER MAINTAINED, REINFORCED
OR CORRECTED FOR THE NEXT SUPERVISION. 
=============================================================================
=============================================================================
=============================================================================
EVALUATION FORMAT FOR STUDIO OWNERS OR CHAIRPERSONS. DATA: ASF

I. COMMUNICATION SKILLS
LOW  HIGH (CIRCLE ONE)
1 2 3 4 5  IS ACCESSIBLE TO STAFF
1 2 3 4 5  CAREFULLY LISTENS TO AND HEARS STAFF MEMBERS
1 2 3 4 5  REALIZES THAT COMMUNICATION IS A TWO-WAY PROCESS
1 2 3 4 5  KEEPS STAFF ACCURATELY INFORMED OF DEVELOPMENTS TO MINIMIZE "SURPRISES"
1 2 3 4 5  CONSISTENTLY FOLLOWS UP ON COMMITMENTS
1 2 3 4 5  IS OPEN AND ACCEPTING OF NEW IDEAS, SUGGESTIONS AND CONCERNS
1 2 3 4 5  IS ABLE TO RECEIVE CONSTRUCTIVE CRITICISM WITHOUT BECOMING UPSET
1 2 3 4 5  PLANS AND CONTUCTS MEETING THAT ARE EFFICIENT, EFFECTIVE, AND OF
           APPROPRIATE FREQUENCY
1 2 3 4 5  IS WELL PREPARED AND EFFECTVE WHEN HE/SHE SPEAKS AT SCHOOL FUNCTIONS

II. HUMAN RELATIONS SKILLS

1 2 3 4 5  CONSISTENTLY STRIVES TO BE FAIR WITH EACH STAFF MEMBER IN WORKING RELATIONSHIPS
1 2 3 4 5  MAKES OTHERS FEEL RESPECTED AND AT EASE
1 2 3 4 5  ATTEMPTS TO BE STRAIGHT-FORWARD IN COMMUNICATION WHILE REMAINING
           SENSITIVE TO OTHERS FEELINGS
1 2 3 4 5  COMMUNICATES APPRECIATION FOR THE CONTRIBUTION OF STAFF MEMBERS
1 2 3 4 5  FOLLOWS UP RECOMMENDATIONS, CONCERNS, OR COMPLAINTS PROMPTLY
1 2 3 4 5  IS CAPABLE OF BEING FIRM WHEN CIRCUMSTANCES WARRANT
1 2 3 4 5  USES CRITICISM CONSTRUCTIVELY AND OBJECTIVELY

III.  EFFECTIVENESS

1 2 3 4 5  EMPLOYMENT OF PERSONNEL
1 2 3 4 5  FAIRNESS OF THE EMPLOYMENT PROCESS
1 2 3 4 5  FAIRNESS OF THE DISMISSAL PROCESS
1 2 3 4 5  MAINTAINS CLEAR LINES OF AUTHORITY
1 2 3 4 5  ADMINISTRATION OF THE SCHOOL PROCESSES/PERSONNEL OFFICE
1 2 3 4 5  SETS A POSITIVE EXAMPLE BY WORKING HARD HERSELF/HIMSELF
1 2 3 4 5  ASSUMES LEADERSHIP IN ESTABLISHING THE LONG-RANGE GOALS FOR THE SCHOOL/ACADEMY
1 2 3 4 5  PLANS EFFECTIVELY

IV. COMMUNITY RELATIONS

1 2 3 4 5  ENCOURAGES PRIDE IN THE SCHOOL AND THE PROFESSION
1 2 3 4 5  PROVIDES A POSITIVE, PROFESSIONAL IMAGE FOR THE SCHOOL AND THE 
           PROFESSION
1 2 3 4 5  PROMOTES COMMUNITY INVOLVEMENT IN THE SCHOOL
1 2 3 4 5  DEALS OPENLY WITH CONFLICT AND SCHOOL PROBLEMS AND NOT JUST "KEEP
           THE LID ON"
1 2 3 4 5  SPEAKS EFFECTIVELY WHEN CALLED ON TO DO SO IN PUBLIC
1 2 3 4 5  EFFECTIVELY REPRESENTS THE VIEWPOINTS OF THE PROFESSION WHEN CIR-
           CUMSTANCES REQUIRE

V. SPECIFIC RESPONSIBILITIES
1 2 3 4 5  PUBLIC RELATIONS
1 2 3 4 5  UTILIZATION OF FISCAL RESOURCES

VI. STRENGTHS OF PERFORMACE
VII. RECOMMENDATIONS FOR IMPROVEMENT

=======================================================================
=======================================================================
========================================================================

CLINICAL SUPERVISION (CONFERENCES WITH TEACHERS) DATA: ASF
THE ROLE OF THE ADMINISTRATOR AS AN INSTRUCTIONAL LEADER HAS BEEN AN INTENTION OF PUBLIC EDUCATION FOR SOME TIME.
WHAT ARE THE SKILLS IN WHICH AN ADMINISTRATOR MUST DEMONSTRATE COMPETENCY IN ORDER TO FULFILL THAT ROLE?

 CAN THE ADMINISTRATOR:
 - IMPLEMENT A "READINESS" PHASE FOR THE TEACHER
 -DIAGNOSE A TEACHING SEGMENT
   - GATHER DATA
   - LABEL THE DATA
   - MAKE A JUDGMENT FROM THE DATA
 - FORMULATE CONFERENCE OBJECTIVES
   - REINFORCEMENT OBJECTIVE(S)
   - INSTRUCTIONAL OBJECTIVE (S)
 - PLAN THE INSTRUCTIONAL CONFERENCE
   -INTRODUCTION
   -FOCUS
   -REINFORCEMENT
   -INSTRUCTION
 - CONDUCT THE INSTRUCTIONAL CONFERENCE
 - CONDUCT THE FOLLOW-UP           		   
=========================================================================
=========================================================================
=========================================================================
FOLLOWING IS A LIST OF INDICATORS WHICH ARE AMONG THE CRITERIA USED BY
THE EVALUATOR TO ASSESS TEACHER'S PERFORMANCE. THIS MAY BE ADAPTED TO ANY 
CLASSROOM SITUATION. 

 MANAGEMENT AND CONTROL
 THE DEGREE TO WHICH THE TEACHER:
 1. IMPLEMENTS EFFICIENT PROCEDURES FOR DISTRIBUTING AND COLLECTING MATERIALS.         
 2. IMPLEMENTS PROCEDURES FOR CHECKING STUDENTS' WORK (STUDENT ACCOUNTABILITY)
 3. IMPLEMENTS APPROPRIATE PROCEDURES FOR STUDENT MOVEMENT IN THE CLASSROOM
 4. ENFORCES SYSTEM, SCHOOL, AND CLASSROOM RULES.
 5. APPROPRIATELY AND IMMEDIATELY DISCIPLINES DISRUPTIVE STUDENTS
 6. IS AWARE OF THE ACTIVITIES OF EACH STUDENT
 7. IS AWARE OF POTENTIAL PROBLEMS
 8. IS MOBILE
 9. CHECKS ATTENDANCE
 10. MAINTAINS AN ORDERLY AND NEAT CLASSROOM
 11. CONTROLS UNNECESSARY NOISE AND STUDENT CONVERSATIONS. 
 12. REQUIRES STUDENTS TO BE PREPARED WITH MATERIALS NECESSARY TO CARRY ON THE 
     DAY'S WORK.
 13. MAINTAINS OR MODIFIES SEATING/STANDING ARRANGEMENT 
 14. MAINTAINS CLEAR REGISTRY OF STUDENT EVALUATIONS
 
 
 TECHNIQUE
 THE DEGREE TO WHICH THE TEACHER: 
 1. REVIEWS PREVIOUSLY PRESENTED CONCEPTS OR MATERIAL
 2. KEEPS STUDENTS PRODUCTIVELY INVOLVED IN THE LEARNING PROCESS
 3. PROVIDES FOR STUDENT ACCOUNTABILITY (CHECKING ASSIGNED WORK, STUDENTS' 
    QUESTIONS, STUDENTS' PERFORMANCE)
 4. PRESENTS LESSONS IN AN ORDERLY, SEQUENTIAL MANNER
 5. IS AWARE OF STUDENT NEEDS AND BEHAVIORS
 6. USES APPROPRIAT REINFORCING TECHNIQUES
 7. PROVIDES FOR INDIVIDUAL LEVELS OF ACHIEVEMENT, ABILITY, AND INTERESTS
    OF STUDENTS (INDIVIDUALIZATION)
 8. USES APPROPRIATE MATERIALS, RESOURCES, ETC.
 9. MAINTAINS ORDERLY, WELL-DEFINED FUNCTIONAL LEARNING CENTERS/USE OF SPACE
 10.MODIFIES TECHNIQUES AND PRESENTATION CONSIDERING STUDENT PROGRESS, BEHAVIOR,
    AND NEEDS (APPROPRIATE METHODOLOGY)
 11.IS IMPARTIAL
 12.MINIMIZES DISTRACTIONS
 13.IS CREATIVE
 14.CAPITALIZES ON SPONTANEOUS CLASSROOM SITUATIONS CONSISTENT WITH OBJECTIVES
 15.USES APPROPRIATE RESOURCES
 16.IS AWARE OF WHAT HAS BEEN ACCOMPLISHED
 17.MAKES APPROPRIATE, VALID TEST INSTRUMENTS OR EXAMINATIONS CONSISTENT WITH OBJECTIVES
 18.CORRELATES BULLETIN BOARD WITH CURRENT CURRICULUM OR SEASONAL TOPICS

KNOWLEDGE OF SUBJECT MATTER
THE DEGREE TO WHICH THE TEACHER: 
1. ANSWERS QUESTIONS KNOWLEDGEABLY
2. IS ABLE TO ELABORATE
3. DISPLAYS DEPTH IN KNOWLEDGE OF SUBJECT MATTER
4. IS ABLE TO USE ALTERNATE APPROACHES TO CONVEY CONCEPTS
5. RESEARCHES CONCEPT-RELATED QUESTIONS
6. IS INTERESTED IN CONTINUING TO LEARN HERSELF/HIMSELF
7. IS INTERESTED IN PARTICIPATING IN CONVENTIONS, ORGANIZATIONS, AND EVENTS
   RELATED TO THE PROFESSION

PLANNING
THE DEGREE TO WHICH THE TEACHER'S PLANS AND /OR TEACHER'S IMPLEMENTATION OF
PLANS EXHIBIT:
1. ADHERENCE TO CURRICULUM GUIDE/ SYLLABUS/METHODOLOGY
2. CLEARNESS OF OBJECTIVES
3. IDENTIFICATION OF CONCEPTS TO BE PRESENTED
4. APPROPRIATE ACTIVITIES, EXERCISES, COMBINATIONS
5. SEQUENCE OF PRESENTATION
6. MOTIVATIONAL TECHNIQUES
7. INDIVIDUALIZATION, WHEN APPLICABLE
8. MATERIALS
9. WRITTEN LESSON PLANS
10.WRITTEN YEARLY OVERVIEWS OF THE COURSE

 OTHER CHARACTHERISTICS LOOKED FOR BY A SUPERVISOR OR ADMINSTRATOR:
 1. TEACHING PERSONALITY: POSTURE, PRESENCE, POISE, TACT, SENSE OF HUMOR, LIKABLENESS,
    ENTHUSIASM
 2. NATIVE ABILITY: GENERAL INTELLIGENCE, JUDGEMENT, AND ADAPTABILITY
 3. EMOTIONAL STABILITY: EVEN DISPOSITION, MATURE CONTROL, TEMPERAMENTALLY FITTED
    TO TEACH.
 4. ABILITY TO INSTRUCT: CHOICE OF MATERIAL, DAILY PREPARATION, PROCEDURES, ETC.
 5. RELATIONSHIP WITH PUPILS: INTEREST IN AND UNDERSTANDING OF NEEDS OF INDIVIDUALS, PUPIL COOPERATION
    AND PARTICIPATION
 6. VOICE AND SPEECH: PLEASING QUALITY, WELL-MODULATED, DISTINCT, CLEAR
 7. POISE: RECOGNIZING PROBLEMS THAT WILL GO AWAY AND THOSE WHICH WILL
    HAVE A RIPPLING EFFECT. EMOTIONAL CONTROL
 8. CLASSROOM ENVIRONMENT: LIGHTING, ATTRACTIVENESS, CLEANLINESS
 9. CLASSROOM MANAGEMENT: STUDENTS UNDER CONTROL
 10. LEADERSHIP: ABILITY TO INSPIRE PUPILS, ABILITY TO DELEGATE RESPONSIBILITY
     TO PUPILS SUCCESSFULLY, INITIATIVE, SELF-RELIANCE, AND TACT. FLEXIBLE.
 11. OTHERS: INITIATE AND TERMINATE CLASS ON TIME; MAINTAIN AGREEABLE AND APPROPRIATE CLASS
     PACE AND RYTHM, IS CAREFUL OF CLASSROOM MATERIALS AND FACILITIES, IS AWARE OF
	 STUDENTS' SAFETY AND DOES NOT EXPOSE STUDENTS TO UNNECCESSARY RISKS, ESPECIALLY
	 IN DANCE CLASSES.
==============================================================================
===============================================================================
==============================================================================

QUESTIONS TEACHERS NEED TO ASK THEMSELVES
A. TEACHER ATTITUDE
1. AM I PROJECTING AN IMAGE THAT TELLS THE STUDETN THAT I AM HERE TO BUILD, RATHER
   THAN TO DESTROY HIM AS A PERSON?
2. DO I LET THE STUDENT KNOW THAT I AM AWARE OF AND INTERESTED IN HIM AS A UNIQUE PERSON?
3. DO I CONVEY MY EXPECTATIONS AND CONFIDENCE THAT THE STUDENT CAN ACCOMPLISH WORK, 
   CAN LEARN, AND IS COMPETENT?
4. DO I PROVIDE WELL-DEFINED STANDARDS OF VALUES, DEMANDS FOR COMPETENCE, AND GUIDANCE
   TOWARD SOLUTIONS TO PROBLEMS?   
5. WHEN WORKING WITH PARENTS, DO I ENHANCE THE ACADEMIC EXPECTATIONS AND EVALUATIONS
   WHICH THEY HOLD OF THEIR CHILDREN'S ABILITY? DO I SPEAK TO THEM WITH TRUTHFULLY?
6. BY MY BEHAVIOR, DO I SERVE AS A MODEL OF AUTHENTICITY FOR THE STUDENT?
7. DO I TAKE EVERY OPPORTUNITY TO ESTABLISH A HIGH DEGREE OF PRIVATE OR SEMI-PRIVATE
   COMMUNICATION WITH MY STUDENTS?     
B. FREEDOM AND CHALLENGE
1. DO I ENCOURAGE STUDENTS TO TRY SOMETHING NEW AND TO JOIN IN NEW ACTIVITIES?
2. DO I ALLOW STUDENTS TO HAVE A VOICE IN PLANNING, AND DO I PERMIT THEM TO HELP MAKE THE RULES THEY FOLLOW?
3. DO I PERMIT STUDENTS TO CHALLENGE MY OPINIONS?
4. DO I TEACH IN AS EXCITING AND INTERESTING A MANNER AS POSSIBLE?
5. DO I DISTINGUISH BETWEEN STUDENTS' CLASSROOM MISTAKES AND THEIR PERSONAL FAILURE?
6. DO I AVOID UNFAIR AND RUTHLESS COMPETITION IN THE CLASSROOM?
C. RESPECT AND WARMTH
1. DO I LEARN THE NAME OF EACH STUDENT AS SOON AS POSSIBLE, AND DO I USE THAT NAME OFTEN?
2. DO I KNOW WHEN TO SHARE OR NOT MY FEELINGS WITH STUDENTS?
3. DO I PRACTICE COURTESY WITH MY STUDENTS?
4. DO I ARRANGE SOME TIME WHEN I CAN TALK QUIETLY ALONE WITH EACH STUDENT?
5. DO I SPREAD MY ATTENTION AROUND AND INCLUDE EACH STUDENT, KEEPING SPECIAL WATCH
   FOR THE STUDENT WHO MAY NEED EXTRA ATTENTION?			  			  
6. DO I NOTICE AND COMMENT FAVORABLY ON THE THINGS THAT ARE IMPORTANT TO STUDENTS?
7. DO I SHOW STUDENTS WHO RETURN AFTER BEING ABSENT THAT I AM HAPPY TO HAVE THEM BACK IN CLASS,
   AND THAT THEY WERE MISSED?
D. CLASSROOM CONTROL
1. DO I REMEMBER TO SEE SMALL DISCIPLINARY PROBLEMS AS UNDERSTANDABLE, NOT AS PERSONAL INSULTS?
2. DO I AVOID HAVING "FAVORITES" AND "VICTIMS"?
3. DO I HAVE, AND DO MY STUDENTS HAVE, A CLEAR IDEA OF WHAT IS AND WHAT IS NOT ACCEPTABLE IN MY CLASS?
4. WITHIN MY LIMITS, IS THERE ROOM FOR STUDENTS TO BE ACTIVE AND NATURAL?
5. DO I MAKE SURE THAT I AM ADEQUATELY PREPARED FOR CLASS EACH DAY?
6. DO I USUALLY MAKE IT THROUGH THE DAY WITHOUT PUNISHING STUDENTS?
E. SUCCESS EXPERIENCES
1. DO I PERMIT MY STUDENTS SOME OPPORTUNITY TO MAKE MISTAKES WITHOUT PENALTY?
2. DO I MAKE GENERALLY POSITIVE COMMENTS ON THE STUDENTS' WORK?
3. DO I GIVE EXTRA SUPPORT AND ENCOURAGEMENT TO SLOWER STUDENTS?
4. DO I RECOGNIZE THE SUCCESS OF STUDENTS IN TERMS OF WHAT THEY DID EARLIER?
5. DO I TAKE SPECIAL OPPORTUNITIES TO PRAISE STUDENTS FOR THEIR SUCCESSES?
6. DO I MANUFACTURE HONEST EXPERIENCES OF SUCCESS FOR MY STUDENTS?
7. DO I SET TASKS WHICH ARE, AND WHICH APPEAR TO THE STUDENT TO BE WITHIN HIS ABILITIES?

 FROM: SELF CONCEPT AND SCHOOL ACHIEVEMENT, BY WILLIAM W. PURKEY.
============================================================================
============================================================================
============================================================================
INSTRUCTIONAL SUPERVISION
I. READINESS
   ESTABLISH TEACHER EXPECTANCIES BY INFORMING THE TEACHER OF WHAT IS EXPECTED.
   -AT THE BEGINNING OF THE YEAR, REVIEW DISTRICT AND/OR  SCHOOL GOALS.
   -EXPLAIN THE ROLE OF THE INSTRUCTIONAL SUPERVISOR
   -EXPLAIN THE KIND OF OBSERVATIONS TO BE MADE (ANNOUNCED, UNANNOUNCED, FORMAL,
    WALK-THROUGH, ETC.)
   -REVIEW THE INSTRUCTIONAL SKILLS AS NEEDED.
   -EXPLAIN THE TEACHER'S ROLE IN THE CONFERENCE TO HELP ANALYZE THE TEACHING SEGMENT.

II. DIAGNOSIS.
 OBSERVE TEACHING SEGMENT.
	-SIT IN AN AREA FROM WHICH YOU CAN OBSERVE THE TEACHER AND LEARNERS BUT WILL
	 NOT INTERFERE WITH THE TEACHING LEARNING PROCESS.
  TAKE ANECDOTAL RECORD.
	-PRIMARILY RECORD THE TEACHER BEHAVIORS--- WHAT IS SAID AND DONE.
	-IN DANCE CLASSES, YOU MIGHT ALSO WANT TO RECORD EACH EXERCISE GIVEN TO LATER
	 ANALIZE THE EFFECTIVITY OF EACH, AS WELL AS THE CLASS STRUCTURE.
	- USE OWN SHORTHAND STYLE DEVELOPING CONSISTENT ABBREVIATIONS.
	-WRITE ONLY THE MAIN WORDS THAT GIVE MEANING--LEAVE OUT  ARTICLES, ADJECTIVES, UNLESS
	 THEY ARE RELEVANT TO YOUR COMMENTARY.
	-RECORD NOTES IN RUNNING CHRONOLOGICAL ORDER
	-WRITE EACH SENTENCE OR STATEMENT OR COMBINATION/EXERCISE ON A SEPARATE LINE TO AID IN LABELING LATER.
	-LEAVE A MARGIN ON THE LEFT SIDE FOR LABELING AND COMMENTS
	-DO NOT TRY TO LABEL COMPONENT PARTS DURING THE OBSERVATION (UNLESS THERE IS A
	 BREAK IN THE LESSON)
	-DON'T WORRY ABOUT SPELLING, GRAMMAR OR IF NOTES ARE LEGIBLE TO ANYONE BUT YOU.
	-DON'T NEED TO WRITE DOWN DIRECTLY WHAT TEACHER READS, YOU CAN OBTAIN LATER.
	-A PATTERN OF FREQUENTLY REPEATED PHRASES, QUESTIONS, ETC., CAN BE NOTED WITHOUT WRITING THEM VERBATUM
	 OVER AND OVER
	-LOOK UP CONTINUOUSLY IN DANCE CLASSES, TO NOTE VISUALS USED AND IF STUDENTS
	 ARE ATTENDING THE TEACHER/TASK
	-NO NEED TO WRITE DOWN STUDENTS' NAMES CALLED ON, BUT DO NOTE MONITORING PATTERNS
	 IN SOME WAY. DO WRITE PARTICULAR STUDENT OBSERVATIONS FOR FUTURE PLANNING AND
	 REINFORCEMENT OF DIFFICULTIES.
	-NOTE STUDENT BEHAVIORS OR ANSWERS TO QUESTIONS IF IT MIGHT SERVE AS SUPPORTIVE
	 DATA IN THE DIAGNOSIS OR CONFERENCE WITH TEACHER. (AND MAYBE WITH PARENTS TOO)
	-NOTES TAKEN SHOULD REFLECT THE ENTIRE LESSON SEGMENT YOU OBSERVED.
	-IF YOU GET BEHIND, STOP, SKIP A SPACE AND BEGIN AGAIN WITH THE NEXT STATEMENT OR EXERCISE
	-NOTE TIME INTERVALS IN THE MARGIN, ESPECIALLY BEGINNING AND ENDING TIME OR TIME
	 SPENT IN A SPECIFIC AREA OF THE LESSON       	 	
   	-TRY TO MAINTAIN NEUTRAL FACIAL EXPRESSIONS AND BODY LANGUAGE.
	-IF POSSIBLE, OBTAIN A COPY OF HANDOUTS OR ACTIVITIES USED IN THE LESSON. OBTAIN
	 THE WRITTEN LESSON PLAN FROM THE TEACHER. (DANCE TEACHERS ARE ENCOURAGED
	 TO MAINTAIN WRITTEN LESSON PLANS FOR EACH CLASS THEY TEACH. AMMOUNT OF
	 DETAIL AND FORMAT WILL BE DETERMINED BY SUPERVISOR. BEGINNER TEACHERS SHOULD
	 AT FIRST MAINTAIN DETALED RECORDS OF EACH OF THE CLASSES THEY IMPART.)
	-DURING EACH CLASS SEGMENT OR EXERCISE, IT MAY BE HELPFUL TO GATHER DATA ON THE
	 STUDENTS' PROGRESS BY CAREFUL OBSERVATION, BUT NO INTERVENTION ON YOUR PART.

LABEL
  -LABEL THE TEACHING BEHAVIORS WITH YOUR OWN COMMENTS
  -THIS IS DONE AFTER THE OBSERVATION. USE OF AN OUTLINE OF THE SKILLS REQUIRED
   FOR THE CLASS MIGHT BE HELPFULL
  - ONLY THE ELEMENTS OF THE SKILLS COVERED WITH THE TEACHER WILL BE LABLED IN THE
   MARGIN. THIS MEANS THAT OBJECTIVES MUST BE KNOWN AHEAD OF TIME.  	   				

CLASSIFY.
  -USE THE ANECDOTAL RECORD AND LABELS TO HELP ANSWER THE FOLLOWING QUESTIONS: 
  1. DID THE TEACHER SELECT THE OBJECTIVE AT THE APPROPRIATE LEVEL? EVIDENCE: 
  2. DID THE TEACHER TEACH TO THE OBJECTIVES? WAS THE CLASS STRUCTURE AND THE STRUCTURE
     OF THE EXERCISES SUPPORTIVE OF THE OBJECTIVES? EVIDENCE: 
  3. DID THE TEACHER MAINTAIN THE STUDENTS FOCUS ON THE OBJECTIVES?
  4. DID THE TEACHER MONITOR THE PROGRESS OF LEARNERS AND MAKE NECESSARY ADJUSTMENTS?
  5. DID THE TEACHER USE THE PRINCIPLES OF LEARNING?
  6. WAS THE LESSON BOTH EFFECTIVE AND EFFICIENT?

III. SELECT THE CONFERENCE OBJECTIVES
USE EVIDENCE FROM THE DIAGNOSIS PHASE TO IDENTIFY INSTRUCTIONAL SKILL ELEMENTS THAT AFFECTED THE
LESSON IN THERMS OF WHAT HELPED, WHAT HINDERED?
 - MAKE A LIST OF ELEMENTS THAT HAD THE GREATEST IMPACT ON THE LESSON, PRIORITIZE LIST.
 - CONFERENCES WITH TEACHERS SHOULD REFLECT A VARIETY OF OBJECTIVES. NEWLY TRAINED
   OBSERVER/SUPERVISORS HAVE A TENDENCY TO SELECT THE SAME CONFERENCE OBJECTIVES
   TIME AND TIME AGAIN. BE AWARE OF THIS.
 - NARROW THE FOCUS IN SELECTIONF CONFERENCE OBJECTIVES SO THAT THE OBSERVER/
   SUPERVISOR AND TEACHER CAN ACHIEVE THAT OBJECTIVE IN 15-20 MINUTES.
 - PERFORM DIAGNOSTIC SURVEY TO HELP INSURE THAT THE CONFERENCE OBJECTIVE IS APPROPRIATE
   FOR THE INDIVIDUAL TEACHER.
 - IN PREPARATION FOR THE PLANNING OF THE CONFERENCE, CONSIDER THE DIFFERENT TYPES OF
   CONFERENCE CONVERSATIONS THAT YOU MIGHT HAVE.       	 

IV. PLAN THE CONFERENCE
-FORMULATE PLAN UTILIZING THE LESSON LINE STRUCTURE AS A BASIC GUIDE. 
-IDENTIFY WHICH CONFERENCE OBJECTIVE TO DEAL WITH FIRST (DEVELOP ORDER)
-IDENTIFY SPECIFIC EXAMPLES FROM NOTES (DIAGNOSIS PHASE) TO BE USED DURING
 THE CONFERENCE.
-PLAN HIGHER LEVEL QUESTIONS TO GUIDE ANALYSIS PROCESS.
-FORMULATE A SET THAT INVOLVES THE TEACHER, ESTABLISHES RAPPORT AND IDENTIFIES 
 DIRECTION (OBJECTIVE) FOR THE CONFERENCE.
-BE PREPARED TO MODEL DURING THE CONFERENCE WHAT EVER IS YOU WANT TO CORRECT OR
 EMPHASIZE.
-THE CONFERENCE PLAN SHOULD VARY ACCORDING  TO INDIVIDUAL TEACHER NEEDS.
-REMEMBER THAT THE PURPOSE IS TO HELP THE TEACHER. tHIS REQUIRES PLANNING
 OBJECTIVELY AND GETTING RID OF PERSONAL BIASES.

V. CONDUCT THE CONFERENCE
-ANALIZE THE LESSON UTILIZING ONLY THOSE INSTRUCTIONAL SKILLS OR ELEMENTS THAT
 ARE RELEVANT TO THE CONFERENCE OBJECTIVES. DO NOT TRY TO ANALYZE EVERYTHING ALL AT ONCE.
 FOR EXAMPLE, CHOOSE TO TALK ABOUT CLASS STRUCTURE, OR STRUCTURING OF EXERCISES,
 OR ONLY OF HOW CORRECTIONS ARE MADE, ETC.
-BE READY TO MONITOR AND ADJUST. IT MAY BE NECESSARY TO ALTER THE OBJECTIVE OR CHANGE STRATEGIES
 FOR ACCOMPLISHING THE CONFERENCE OBJECTIVE.
-LISTEN CAREFULLY TO THE TEACHER'S COMMENTS ABOUT AND RATIONALE FOR HIS/HER
 TEACHING BEHAVIORS.
-RESPOND TO THE TEACHER IN TERMS OF THE LEARNING USING POSITIVE OR NEGATIVE REINFORCEMENT
 AS NEEDED.
-BE CONSCIOUS OF ESTABLISHING AND MAINTAINING PLEASANT FEELING TONE.
-IN THE ANALYSIS PROCESS, THE OBSERVER/SUPERVISOR AND TEACHER CONNECT PARTS OF THE LESSON
 TO COMMON TERMINOLOGY, IDENTIFYING SPECIFICALLY WHAT WAS EFFECTIVE AND EFFICIENT
 OR WHAT COULD HELP MAKE THE LESSON MORE EFFECTIVE AND EFFICIENT.
-UTILIZE SPECIFIC, RELEVANT EXAMPLES FROM THE TEACHER'S LESSON.
-ASK SPECIFIC AND RELEVANT QUESTIONS TO CHECK TEACHER'S UNDERSTANDING.
-DONT LET THE TEACHER'S STYLE GET IN THE WAY OF CONDUCTING THE CONFERENCE.
 ASK YOURSELF: DID THE STUDENTS GET THE LEARNING? IF THE ANSWER IS YES, THEN
 POSITIVELY REINFORCE THOSE TEACHING BEHAVIORS THAT HELPED THE STUDENTS LEARN.
-MAINTAIN GOOD FLOW OF DIALOGUE. NEITHER THE OBSERVER/SUPERVISOR NOR THE TEACHER
 SHOULD DOMINATE THE CONFERENCE. THE CONFERENCE SHOULD BE A MEANINGFUL TEACHING/
 LEARNING EXPERIENCE.
-YOUR PERFORMANCE AS AN OBSERVER/SUPERVISOR SHOULD REFLECT (MODEL)THE INSTRUCTIONAL
 SKILLS JUST AS YOU EXPECT THE TEACHER TO DEMONSTRATE THESE SAME SKILLS WHEN TEACHING STUDENTS.
-AT THE END OF THE CONFERENCE, THERE NEEDS TO BE CLOSURE IN WHICH THE O/S AND TEACHER
 SUMMARIZE THE CONFERENCE AND PLAN FOLLOW-UP OBSERVATION SCHEDULE. NEW OBJECTIVES
 FOR TEACHER PRACTICE MAY BE ESTABLISHED AT THIS TIME.

VI. FOLLOW-UP
- O/S PROVIDES ONGOING COACHING AND ON-THE-JOB TRAINING TO HELP TEACHERS'
CONTINUING GROWTH AND PROFESSIONAL DEVELOPMENT.
-O/S DECIDES WHEN TO SCHEDULE FOLLOW-UP OBSERVATIONS.THE SCHEDULED OBSERVATION
MAY OR MAY NOT BE COMMUNICATED TO THE TEACHER. SOME UNANNOUNCED VISITS ARE
NECESSARY.
-DONT EXPECT THE TEACHER'S INDEPENDENT PRACTICE OF THE INSTRUCTIONAL SKILLS TO AUTOMATICALLY
LEAD TO IMPROVEMENT OR REFINEMENT. IT IS ESSENTIAL FOR THE TEACHER TO BE GIVEN GUIDED PRACTICE
OPPORTUNITIES UNDER THE SUPERVISION OF THE O/S
-DURING ONGOING FOLLOW-UP ACTIVITIES, THE O/S SHOULD TASK ANALYZE TEACHING
EFFECTIVENESS. DETERMINE THROUGH OBSERVATIONS AND CONFERENCES WHAT THE INDIVIDUAL
TEACHERS ARE NEXT READY TO LEARN.
-THE O/S SHOULD DEVOTE A MINIMUM OF 4 HOURS PER WEEK (IF POSSIBLE)TO OBSERVE AND CONDUCT
CONFERENCES WITH TEACHERS, ESPECIALLY NEW AND/OR INEXPERIENCED TEACHERS.PART OF THIS TIME
WILL BE SCHEDULED FORMAL OBSERVATIONS AND PART WILL BE "WALK-THROUGH" SUPERVISORY
ACTIVITIES.
-THE O/S SHOULD MAINTAIN UP-TO-DATE CARD FILE OF OBSERVATIONS WHICH CONTAINS
THE FOLLOWING MINIMUM INFORMATION: TEACHER'S NAME, DATE OF OBSERVATIONS, LESSON
OBJECTIVE, CONFERENCE OBJECTIVE, PRACTICE AND WHATEVER YOU BELIEVE RELEVANT.           
-THE O/S SHOULD MAINTAIN A WRITTEN RECORD OF THE OBSERVATION/CONFERENCES.
-THE O/S SHOULD SET UP AND/OR CONDUCT PERIODIC STAFF DEVELOPMENT ACTIVITIES 
FOR TEACHERS.
-THE OS SHOULD CONDUCT PERIODIC REVIEWS FOR TEACHERS ON THE INSTRUCTIONAL SKILL. 
TEACHERS SHOULD ALSO OBSERVE EACH OTHER TEACH AND JOINTLY ANALYZE THE LESSONS.
-THE O/S SHOULD ROUTINELY AND SYSTEMATICALLY ASSESS STUDENT AND TEACHER NEEDS.

BASED ON MADALAINE HUNTER, PEDAGOGUE. UNIVERSITY OF SOUTH CAROLINA. ADAPTED FOR 
DANCE SUPERVISION.