Professional Documents
Culture Documents
Observing
Charlotte Danielson
J
ennifer Lopez looks up
quickly as Ms. Anderson, the
principal, steps into her 5th
Classroom P
grade classroom. She glances
around nervously. What
might this look like to Ms. Anderson?
At the beginning of the lessonan
introduction to the topics of buoyancy
and densitythe students pushed their
desks together to make tables. On each
table is a dishpan full of water. (Jennifer
always hopes for the best on days like
this; shes notorious with members of
the custodial staff for various adven-
tures in her classroom. But today all is
well.) The students each have a lump of
clay, and theyve weighed their lumps
on a pan balance to satisfy themselves
that they all have roughly the same
amount, or mass, of clay.
The students put their clay in the
water and watch it sink. Theyre chal-
lenged to make it float, which they
discover they can do if they fashion
their clay into the shape of a boat. They
find this exciting, and they immediately
tackle the next challenge: Can they
make a good boatgood meaning one
that will hold a lot of cargo in the form
of paper clips? They explore various
questions: Should the boat have thin
or thick sides? (Thin sides; its possible
to enclose more volume with the same
amount of material.) Should they shape
it like a bowl or like a canoe? (Like a
bowl, for the same reason; canoes are
for rapids.)
Stefanie felix
Stefanie felix
m Practice proficient. Theyre constructing boats
with paper-thin walls and even tops
Standards. Is this what theyre supposed
to look like? But it seems as though
job roles in education. For example,
if youre trying to assess the skills of
a principal, school nurse, or mentor,
theres not one single placesuch as a
classroomyou could go to observe the
essential skills embodied in that role;
theyre spread out over many locations.
Principals interact with many different
so the water wont rush in, and theyre the teachers not doing anything. Ms. individualsteachers, students, parents,
sketching their designs on the board, Anderson decides to come back later, and community membersand they
showing the number of paper clips each when Jennifer is teaching. And she engage in many different types of activ-
one will hold. Jennifer is impressed and hopes that when she does, she can be itiesconducting meetings, organizing
expresses her admiration. The boats sure she is evaluating Jennifers teaching the schedule, planning a budget, and
hold 14, then 27, then 36, and finally correctly. so onwith such variety that no single
more than 50 paper clips! item can be a stand-in for the entire job.
But here is Ms. Anderson in the room The Crux of the Problem In contrast, the work of teachers is easier
to do an (unannounced) observation. This episode gets to the heart of the to characterize as that which happens in
What must she be thinking? Now she issue facing both teachers and super- their classrooms with students.
comes over to Jennifer, motioning her visors in this new era of high-stakes Its true that teaching is supported
aside and saying in a whisper, Ill come teacher evaluation. After all, for a system by a lot of behind-the-scenes work,
back when youre teaching. of teacher evaluation to be defensible but nevertheless, we can observe the
(either professionally or legally) it must interactive work with students, and
Instant Replay: be fairthat is, the judgments that are this is the heart of teaching. Therefore,
The Principals Point of View made about a teachers practice must classroom observation is a crucial aspect
Ms. Anderson pauses at Jennifer Lopezs accurately reflect the teachers true level of any system of teacher evaluation. No
door before stepping in. The classroom of performance. And because the quint- matter how skilled a teacher is in other
looks a little chaotic. What are these essential skill of teaching is teaching, and aspects of teachingsuch as careful
students doing? They look busy, for it can be observed, we should conduct planning, working well with colleagues,
sure, and they seem to be having a good those observations with integrity and and communicating with parentsif
time. But Jenniferwhat is she doing? skill. classroom practice is deficient, that
The district is supposed to be getting Identifying good practice through individual cannot be considered a good
started with the Common Core State observation is less feasible with other teacher.
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