Professional Documents
Culture Documents
classroom
Observation
Most Effectively
Part 4
of a 5 Part Series:
A Practitioners Guide to
Conducting Classroom
Observations:
What the Research Tells Us
About Choosing and Using
Observational Systems
to Assess and Improve
Teacher Effectiveness
Megan W. Stuhlman, Bridget K. Hamre, Jason T. Downer, & Robert C. Pianta, University of Virginia
This work was supported by a grant from the WT Grant Foundation.
Using Classroom Observational Observation at its best functions to join administrators, observ-
ers, teachers, and even students together around clearly articu-
Systems Effectively lated goals for practice and outcome. Keeping lines of com-
munication open with accurate information is crucial to making
There are several ways that school systems can maximize the the observation system you select a mechanism for bringing
usefulness of observational assessments of classrooms. Most of colleagues together and creating a clear, shared vision.
these guidelines revolve around being aware of the needs of
your individual system and selecting an observation tool that is Along these lines, it is ideal if at least one person in your system
well aligned with these needs, implementing standardized ob- is available to play the role of resident expert in the observa-
servation practices, and minimizing variation in environmental tion tool being used. It is very helpful if participants at all levels
factors and rater effects that may impact observational data. (teachers, evaluation personnel, mentors, directors, principals,
Seven guiding principals are explored in greater detail below: etc.) have access to an on-site resource person who can be
approached with questions and concerns that may arise as the
1. B
e intentional about your choice of an observation system. instrument is being used.The resident expert can be the point
2. Know your observation tool and communicate this knowl- person who coordinates use of the instrument, assists with
edge system-wide. standardization and fidelity of implementation, and perhaps is
3. Know the appropriate uses of observational data. in contact with the developers of the instrument in order to
4. Stick to the system. obtain the most up-to-date information about the best ways
5. Build in enough time, at the right times of day and times of to use the tool and interpret the results. Keep in mind that the
year, to obtain stable, representative scores. developers or publishers of assessment systems may have ad-
6. Minimize rater effects and other sources of error. ditional resources that they can offer your organization, or may
7. Document everything. be able to provide specialized trainings tailored to your needs.
It is also helpful to include space on the observation form or There is also some evidence that the quality of some social
scoring sheet where observers can record information such aspects of the classroom environment, such as classroom cli-
as time of day and activity, as well as a space for them to note mate, may decrease over the course of the school day. This
whether they felt that the results of the observation accurate- may reflect teacher and student fatigue. Other aspects of
ly captured their subjective impression of the quality of the teaching practice (e.g., instruction) seem to be more consis-
classroom. Observers often appreciate being provided with a tent after the first 30 minutes.
format for documenting any factors that they felt skewed the
observation results if they have concerns. Providing this kind Users of classroom observations may wish to consider these fac-
of outlet may reduce any inclination to deviate from standard
tors when deciding when to observe. There may be good rea-
procedures when observing or assigning scores. sons to observe during the beginning of the school day (e.g., to
Classroom A Classroom B
Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 1 Cycle 2 Cycle 3 Cycle 4
Rater
8:30 a.m. 9 a.m. 9:30 a.m. 10 a.m. 8:30 a.m. 9 a.m. 9:30 a.m. 10 a.m.
VP Smith
Day 1
CC Jones
VP Smith
Day 2
CC Jones