Classroom Observation – Numerous studies in recent years have shown that high levels and consistent classroom performance by teachers are critical to improving student outcomes. So, of course, the world of education has begun to take a closer look at teacher effectiveness and how it can be improved.
One of the main ways teachers get feedback on their practice to improve and grow is through lesson observations, where a teacher or senior leader sits in a lesson and observes a teacher. But despite their widespread use in schools, there is enough data to show how ineffective traditional classroom observations can be.
Classroom Observation
One of the strongest data sets is the Tools for Effective Teaching (MET) project, which confirms that teaching and learning do not improve unless teachers receive high-quality feedback from unbiased and authentic lesson observations by consistent evaluators.
Classroom Observation — Sfactl
However, according to a UK SmartBrief survey, almost 70% of teachers said that traditional lesson observation processes do not provide them with the meaningful and effective feedback they need to grow. And 62% of school leaders admitted that the assessment systems in place in their schools are not effective in supporting the professional development of their teachers.
Traditional lesson observation and feedback processes are fraught with challenges and shortcomings such as time, perspective and subjectivity, making it difficult for teachers to view them as valid and valuable.
Lesson tracking needs to better influence teachers, moving them from a “done to” model to a “done through” model to return to their true purpose: helping teachers improve, not managing results. So where better to get tips on how to do this than to ask the teachers and education experts themselves.
In his blog, The Observation Gap?, Angel Cinton Jr. points out on two important and useful questions to ask yourself when it comes to effective lesson observation and follow-up feedback:
Classroom Observation Tool
Professor Robert Coe also advises how lesson observation can be effectively implemented and maintained as the best way to evaluate and, more importantly, improve a teacher:
There is often confusion between classroom observation as part of an accountability system and observation for effective teacher professional development. It is very important to make sure that the distinction between the two is clear.
Accountability is important, but it has to be smart. Without context and when the intended and perceived goals do not match, observation as part of an accountability system has limited value in improving teaching and learning. This challenge highlights why lesson monitoring needs to move from performance management to improvement, an important cultural shift for many schools.
In 1986 A study by Ruth Butler, The Effects of Feedback, Task-Related Comments, and Grades on Intrinsic Motivation and Performance, examined the effects of grades and feedback on student performance. The study found that students who only received feedback on their work (without a grade) consistently outperformed students who only received a grade.
Classroom Observation Tool Form
Interestingly, students who received notes and a grade performed the worst. If this is true for student learning, it is likely to be true for teachers as well.
Although there is much research comparing traditional classroom observations, many schools still use them as a way to evaluate teacher performance. One theory is that finding alternative ways to monitor the quality of teaching and learning can seem overwhelming. However, it is important that schools find a way to develop a shared vision of what quality good teaching and learning looks like and grow this over time.
A study by Joyce and Showers (2002) examined the components of teacher professional development needed to bridge the gap between theory and practice.
Their research found that transfer of skills to classroom practice was much greater when teachers’ professional development included theory, simulation, practice with feedback, and contextualized instruction—findings that remain relevant today.
Observation Checklist Template
Observation is an important component of all high-impact professional learning activities, and as part of continuous professional development of teachers with built-in focused feedback loops, it is a very powerful way to build confidence and motivate teachers.
Consider existing professional development structures or programs at your school. Lesson observation plays an important role. If they do not, it is likely that incorporating some form of observation will make them richer and more effective in their professional learning activities, as long as these observations are improved.
Digging observation out of a summative rut can be a challenge. In order to create the conditions for a more open and collaborative culture, there is a need to change the culture and the school leadership.
1. As part of the leadership, if you are honest with yourself, how do you feel about lesson observations in your school?
Early Childhood Classroom Observation (2 5 Year Olds)
So how can we change our current teaching observations to better support teacher professional development? Read this blog for ideas.
Also read teacher Josh Roy’s guest blog about his school’s experience in changing the culture of classroom observation to facilitate collaboration.
If you’ve ever received bad feedback like Josh Roy shared on his guest blog, you’ll know how unhelpful it can be. Feedback is very personal and can make or break a situation. According to Professor John Hattie, receiving effective feedback is the factor that has the greatest impact on student progress. This can also apply to the professional development of teachers, making it one of the most important aspects of professional learning.
So, to get the most out of lesson observation feedback, you should always look for better ways to deliver it formally or informally. Here are some top tips:
How To Prepare For Your Next Classroom Observation
Whether you are being judged or observing someone else, video can be an objective tool for both of you to have a two-way discussion rather than just a feedback session. Watching the video together means you can actively discuss, pause, rewind, fast forward and let your colleague draw their own conclusions to make it more meaningful for both of you.
This type of questioning naturally opens up a dialogue, gives time to think and draw conclusions. For example, try saying “What do you think you can do to solve…” instead of “What you should do is…”!
Even if the lesson does not go according to plan, the situation can be turned into a positive one if you give the teacher constructive feedback and help you learn from the situation. Constructive feedback helps you find solutions to weaknesses, rather than focusing on what went wrong and what can be improved.
Always have a clear focus. Relate your discussion to the goals already established when new topics arise; set them as development goals for the next session. Staying focused allows you to “win easy” and create a sense of immediate progress. Be clear in your mind why you are coming back. What exactly do you want your colleague to achieve by what you tell them?
Teacher Observations Have Been A Waste Of Time And Money
Give you and your colleague time to come to your own conclusions and explore them together without confronting each other. You will build stronger and more professional relationships.
Regardless of whether you give or receive feedback on lesson observation, ask for it again and again on a regular basis. Only by constantly discussing and breaking down what you have seen can you understand progress.
Like many people living in this digital age, educators have turned to technology to help make classroom supervision even more effective. In Not All That Glitters Is Gold (2020), Dr. Arran Hamilton and Laureate Professor John Hattie report that “the effect size of microteaching/performance analysis of teacher videos is 0.88”. Video-based lesson observations have significant advantages over traditional methods and can overcome many of the challenges that have plagued the lesson observation process for decades.
In fact, support for the use of video by teachers and educators is growing rapidly. In a SmartBrief survey, 91% of teachers felt that filming their teaching practice would only help them improve it, and 76% said they would like to select and submit a video for use in formal observation.
Classroom Observation Tools For Teachers And Supervisors
This growing support doesn’t just come from teachers. 85 percent of school leaders surveyed by SmartBrief said that using video to monitor lessons would help teachers provide more meaningful and useful feedback.
Educators see the enormous potential of video to help them take their practice to the next level and ultimately improve learning outcomes. But how exactly does it help?
Many teachers struggle with accepting feedback, not because they don’t want it, but because it isn’t accurate, reliable, or relevant. Video-based lesson observations provide evidence and a reference point for both teacher and observer, making feedback more objective, specific and acceptable.
When it comes to reliability, the benefits are threefold. Video removes much of the subjective nature of lesson observation, teachers are not left to interpret the feedback themselves, and video can be used as concrete evidence in case of a dispute.
Have A Successful, Less Stressful Classroom Observation
Most classroom observations do not provide a complete and clear picture of teacher practice and classroom dynamics, but accuracy is critical to providing relevant and effective feedback. Video overcomes this by providing a more detailed view that can be paused and retraced. Also, having more time to look at the subtleties of the lesson allows the observer to examine more than what is currently seen.
The feedback and dialogue processes associated with traditional lesson observations often occur after the observation itself. This means that observed practice is often dim in memory, and feedback is inevitably broad and subjective. Feedback from video-based lesson observations is contextualized, personalized and immediate, making it truly effective.
According to Professor John Hattie, teachers only see and hear 20% of what they hear.
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