Classroom Observation

Classroom Observation explores the pivotal role of lesson observation in the training, assessment and development of new and experienced teachers. Offering practical guidance and detailed insight on an aspect of training that is a source of anxiety for many teachers, this thought-provoking book offers a critical analysis of the place, role and nature of lesson observation in the lives of education professionals. Illustrated throughout with practical examples from a range of education settings, it considers observation as a means of assessing teaching and learning and also as a way of developing teachers’ skills and knowledge. Key topics include: The purposes and uses of lesson observation The socio-political and historical context in which lesson observation has developed Practical guidance on a range of observation models and methods Teacher autonomy and professional identity Performance management, professional standards and accountability Peer observation, self-observation and critical reflection Using video in lesson observation. Written for all student and practising teachers as well teacher educators and those engaged in educational research, Classroom Observation is an essential introduction to how we observe, why we observe and how it can be best used to improve teaching and learning.

Like the best-selling first edition, this book shows elementary, middle, and high school principals and other instructional leaders how to-- Make your classroom walk-throughs more productive and efficient- Ensure the professional development and growth of your teachers- Provide teachers with easy-to-digest feedback- Motivate your teachers and improve student learning

"The best educators are the best learners. It's all about teaching, learning, and feedback, and this book brings common sense to common practice." --Raymond J. McNulty, Senior Vice President International Center for Leadership in Education "At last, a diagnostic classroom observation tool that moves beyond generic criteria for examining teaching and learning. This is a must-have resource for teachers, administrators, and professional developers who want to look beyond the veneer of 'best practice' and use evidence-based, content-focused criteria to get to the heart of deep, conceptual teaching and learning." --Page Keeley, Senior Program Director Maine Mathematics and Science Alliance A complete instructional leadership system for improving classroom practice! Providing effective classroom evaluation is a critical function of authentic instructional leadership. Diagnostic classroom observation (DCO) is a research-based system that helps principals and other supervisors carry out classroom observations and evaluations to support effective teaching practices. Developed in collaboration with NWREL and the Vermont Institutes, the DCO model covers the entire supervision process, from preconference analysis to postconference follow-up, and includes protocols for observing math, science, and literacy instruction. Program users can determine classroom quality and student engagement by evaluating four critical aspects of instructional practice: lesson planning, lesson implementation, lesson content, and classroom culture. Additionally, the author supplies readers with: - Classroom observation forms to help identify instructor strengths and weaknesses - Scoring forms to assist with the final evaluation and review process - Real-world vignettes that clearly illustrate key indicators of quality teaching - Methods for matching student learning assessments with appropriate instructional strategies - Guidance for introducing DCO into any school or school district Diagnostic Classroom Observation offers principals and teacher leaders a thoroughly tested and validated classroom observation system that improves instructional performance and enhances student learning.

For many student teachers the classroom is a strange and potentially uncontrollable environment. This book shows how the period of classroom observation, which for most students precedes teaching practice, plays an important part in this transition process. In A Guide to Classroom Observation, Rob Walker and Clem Adelman explain what is involved in being a good observer. They answer such practical questions as how should an observer react to a class, where should he sit, what should he wear, how far should he allow himself to participate in the lesson? They go on to demonstrate that observation can be a positive activity, incorporating analysis of teacher gesture, voice and movement, and pupil reaction together with study of the effects of the physical arrangements of the classroom on the school population.

Classroom Observation Tasks shows how to use observation to learn about language teaching. It does this by providing a range of tasks which guide the user through the process of observing, analysing and reflecting, and which develop the skills of observation. The book contains a bank of 35 structured tasks which are grouped into seven areas of focus: the learner, the language, the learning process, the lesson, teaching skills and strategies, classroom management, and materials and resources. Each task looks at one aspect of a particular area; for example, the language a teacher uses to ask questions, or how the teacher monitors learning, or how people interact in a lesson. Each task provides guidance in how to record observations, and questions to help users interpret the data and relate the experience to their own teaching circumstances and practice. [This book]: a- is addressed mainly to teachers, but also caters for trainee teachers, teacher trainers and others involved in school-based teacher support, teacher development and trainer training; b- has a comprehensive introduction to the tasks and a rationale covering the theoretical issues involved; and c- places the responsibility for professional growth in the hands of the teacher. -- Back cover.

Highly regarded as one of the most widely used and authoritative texts on this topic, An Introduction to Classroom Observation is an essential text for anyone serious about becoming a good teacher or researcher in education.

A complete instructional leadership system for improving classroom practice! Based on the Vermont Classroom Observation Tool, diagnostic classroom observation (DCO) provides principals with guidance for the entire instructional supervision process, from preconference analysis to postconference follow-up. The model includes protocols for observing math/science and literacy instruction, criteria for recognizing exceptional teaching, and standards for determining classroom quality and student engagement. Readers will also find: Classroom observation forms to help identify instructor strengths and weaknesses Scoring forms to assist with the final evaluation and review process Real-world vignettes that illustrate key indicators of quality teaching Guidance for introducing DCO into any school setting

In the third edition of this bestselling book, instructional leadership expert Sally Zepeda shares eleven more field-tested, informal classroom observation tools designed specifically for school personnel working with teachers to assist them in developing their instructional strategies. The book includes the most comprehensive set of tools available today for classroom walkthroughs, professional development, and effective feedback. It is an invaluable resource for instructional coaches, curriculum coordinators, department chairs, and school leaders. The revised third edition includes: 51 tools usable in print, on laptop computers, or on electronic tablets Strategies for conducting post-observation conferences Indexes to browse and choose the tools that best fit your individual needs