Techniques for Teacher Observation
Student: Dr. Freda Doster
This course was designed to allow the participant to study teacher observation techniques and leadership concepts with practical application experiences. Participants were asked to conduct a clinical cycle with two peer teacher/colleagues and reflect upon the experience. The following is an excerpt taken from the reflection paper prepared by the student.
The educational landscape is one that is ever changing. Current legislation, such as the No Child Left Behind Act of 2001, has impacted how we as educators assess student achievement. Teacher evaluations, as they relate to student assessments, are one aspect of this changing landscape. Traditionally, teacher evaluations have been used merely as a means of assessing competency. However, the evaluation process has evolved in response to changes regarding how we assess student achievement. The evaluation process is no longer punitive in nature but is now seen as instructional and is connected to student achievement. Teacher evaluations are composed of a variety of components; one of which is the classroom observation. Roberts and Pruitt (2003) suggest that classroom observations are �a means of gathering information to use as you learn about, reflect on and improve instructional behaviors� (p 119), thereby improving student achievement.
Classroom observations provide opportunities for colleagues to collaborate with each other as they begin to evaluate instructional techniques in order to identify best practices. This collaborative process allows the individual to build the skills necessary to improve instruction and positively impact student achievement and learning. Roberts and Pruitt (2003) describe the observation model �Standards Based Walk Through� as one means of conducting classroom observations. However, for the purposes of this project, the �clinical supervision� model of classroom observations was implemented.
Clinical supervision is considered a means of communication between supervisors and teachers. The clinical supervision process is composed of three parts: 1) the planning conference, 2) classroom observation and data collection, and 3) the feedback conference (Roberts & Pruitt, 2003). Roberts and Pruitt (2003) identify several guidelines for �clinical supervision� which include, but are not limited to: �the teacher and supervisor collaboratively identifying issues that are of concern; the supervisor and teacher agree on a strategy for collecting data, as well as a time and place for the observation and establish the feedback conference specifics; the teacher discusses, explains and analyzes the data to determine implications, and; the supervisor and teacher collaboratively identify strategies for modifying behavior if they are needed� (p 131).
Reference
Roberts, S. M. and Pruitt, E. Z. (2003). Schools as professional learning communities: Collaborative activities and strategies for professional development. Thousand Oaks California: Corwin Press, Inc.