Use of
classroom observation forms in a formative manner will positively impact the teaching and learning in your school / district
iObservation's
classroom observation forms provide rich content and video resources that elevate classroom visits above traditional observation checklists.
We completed
the classroom observation forms during or soon after the observation period but did not show them to the teachers.
Classroom observers recorded specific details about what they saw and heard on
a classroom observation form.
Walk through the school using
the classroom observation form (action research tool 14) to identify areas of strength and needs in terms of the instruction that students receive.
Not exact matches
Traditional
forms of training often involve a sales training presentation in a
classroom environment where the sales team are trained through repetition and simple visual
observation teaching.
«We have collegial
observations and the
observation form that we use has space [for] questions that the observing teachers ask students about what's happening in the
classroom, the learning strategies that are being used and how much they understand of the learning intentions and so on,» Taylor explains.
Glazer et al. (2006) reported that teacher leaders employed demonstration lessons to introduce pedagogical techniques and then transitioned to other
forms of instructional support (such as
classroom observations) as teachers implemented these techniques in their
classrooms.
We trained ourselves as observers to reliably document instruction in the lessons we observed based on our modification of Newmann «s assessment of authentic instruction.313 We recorded what we saw and heard on an
observation form that included two main sections: 1) basic information about the context, details of the lesson, how class time was used, how students were organized for instruction and learning, the kinds of technology used during the lesson, and a description of any positive or negative features in the
classroom; and 2) assessments of instruction using four of Newmann's five standards of authentic instruction: higher order thinking, deep knowledge, substantive conversation, and connection to the world beyond the
classroom.
A critical part of this work is observing LDC
classrooms using specifically developed
observation forms and «look - for» reference guides.
After the
observation, the observer summarized the lesson by completing a summary
form that required a statement about each of these characteristics: overall impression, teacher instruction and teacher - student interaction, activities and materials, student engagement,
classroom management, and
classroom environment.
Evaluations include multiple measures of practice and student growth to
form a holistic picture of principal effectiveness; an example measure could entail the instructional feedback that principals provide to teachers after
classroom observations.
These tools can take many
forms:
classroom observation, checks for understanding, or traditional quizzes and tests.
After viewing each video clip students in the coding condition typed their
observations related to incidents of
classroom behavior and student questioning onto an online
form (Google
Forms) that collected the data (see Figure 2).
The FEAs have taken many
forms, including: sheltered instruction
observation protocol (SIOP) implementation in Texas; community - based equity assessment in Texas; IDRA's Focusing on Language and Academic Instructional Renewal (FLAIR) program implementation in reading in Louisiana; gender equity also in Louisiana; implementation of a multicultural framework in staff development to support student success in New Mexico; parent leadership in New Mexico; unitary status planning in Arkansas; English as a second language (ESL)
classroom strategies in Arkansas; service learning in Oklahoma; and meeting civil rights requirements under the law in Oklahoma.
As external evaluators for the project, our methods included
observations of teachers» professional development,
classroom activities, and family engagement activities, as well as interviews with parents, teachers, and project team members, and surveys of teachers and parents, including family
forms to track project resource use.
This can take the
form of a formal written test or informal
classroom observations.
In addition, the site visit team reviewed various documents provided by each district, including organizational charts, job descriptions, personnel evaluation
forms, meeting agendas,
classroom observation rubrics, school improvement plans, and other materials.
The teacher leaders developed sustainable methods of communicating with their teams three times over the course of a month: 1) midway through the month, the teacher leaders hand back to their site colleagues copies of the reflections they wrote at the last meeting and the plans they chose to implement during the month; 2) Co-principal Maria Carriedo sends an email to all the teachers a week before each meeting to remind them to bring their
observations of their focal students; 3) teachers make notes to themselves, in a simple chart
form, about the interventions and behaviors they plan to track and keep these on their
classroom walls as an easy way to document their focal students» progress.
The variety of research - based
observation forms available has enabled our instructional teams to conduct targeted walks focused on particular areas of interest for each
classroom.
With
observation forms in electronic format, observers can easily refer to the rubrics during
classroom visits.
The Middle School Matters Coaching
Form assists school leaders and instructional coaches with informal
classroom observations, walkthroughs, and feedback meetings.
Assessment needs can take many
forms, from administration of standardized tests in a clinical setting to
classroom observation.
I also followed up with each teacher through one - on - one conversations,
classroom observations, emails, and additional
forms of questioning that sought to deepen teachers» thinking about their specific inquiry focus.
Brief
forms of the Teaching Pyramid Infant Toddler Observation Scale (TPITOS) and the Teaching Pyramid Observation Tool can help consultants structure
observations and provide specific feedback to teachers on improving the social emotional climate in their
classrooms.
The
Classroom Rating
Form completed during 30 - minute
observations by impartial raters on items such as child's level of disruption, ability to handle
classroom transitions, ability to follow rules, and ability to express feelings.