It is unreasonable to use a single undifferentiated form for every teaching setting.Ī nuanced and rigorous observation report that provides rich and descriptive information, despite it being idiosyncratic, about teachers’ practices and students’ experiences in the classroom must replace forms with checklists of readily assessable features. Standardized observation forms generally miss some parameters that are imperative aspects for evaluating the teaching and learning atmosphere in a classroom such as the number of students in a class (class size) or the presence of a teacher’s assistant (child-adult ratio). However, a classroom observation protocol and its associated criteria do not mirror classroom reality. The observation form is used to assess certain features of the classroom environment and identifies what the observer wants to evaluate during the observation session. The principal usually completes an observation form to be shared with the teacher during the post-observation meeting for feedback and reflection. ![]() What do I want to observe during this session?. ![]() As a diagnostic tool, the principal (observer) must plan classroom observations with three questions in mind to increase the credibility of observation and support teachers in embracing feedback and reflecting on their instructional practices. Research on classroom observation addresses the importance of teacher evaluation, feedback, and reflection for student achievement and school improvement. As a long-term goal, classroom observations are also regarded as an instrument for the planned process of school improvement. ![]() It is typically conducted by principals or middle leaders as a form of assessment of teachers’ performance and classroom practices. While the literature proposes several types of teacher evaluation frameworks, classroom observation remains one of the primary evaluative approaches used by school leaders.
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