Running head: PROCESS OF OBSERVATION
1
INTRODUCTION
This paper outlines the general principles relating to the routine use of observation of teaching as part
of school approach to improving students learning experiences through enhancement of teacher
professional development .The narrative is that classroom observation will result in developmental ,
constructive feedback leading to improvements in reflective practices and learning process. The
experiences of the observer and the observee should contribute to the sharing of good practice and
offer fresh percepectives on teaching and learning.
Generally, Observation allows for gathering useful information about a process, activities and human
behaviors that can help improve a process and It also uncovers issues that can comprise the
effectiveness of the process MNP(2015).
Observations are done in different forms depending on the purpose .Observation is used in the social
sciences as a method for collecting data about people , processes, and cultures. It is also a tool used
regularly to collect data by teacher researchers in their classrooms. (Kawulich, 2012). However, this
paper focuses on the process of classroom observation.
A classroom observation is the purposeful l examination of teaching and learning events through the
systematic process of data collection and analysis (Bailey, 2001).The data collected from observations in
the classroom is utilized to enhance teacher development which in turn leads to Iimproving quality of
teaching and learning. As asserted by Lasagabaster and Sierra (2011),Classroom observation is a key
component of teacher professional development and as such , any attempt to improve teaching quality
must revolve around the teaching and learning processes taking place in the classroom .Montgomery
(2002) , emphasizes this point by saying, although traditionally, classroom observation appraisal has
been considered to take three main forms ( for professional development, reward and promotion),
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researchers and practitioners generally agree that the most effective use of classroom observation is
for professional development .
. Because of the crucial role that classroom observation plays in teaching and learning, the paper is an
attempt to give an insight of the suitable practices of the actual process of observation that can lead to
development of teachers in order to enhance quality of teaching and learning in schools. The process of
observation of learning and teaching with respect to formal class observation, procedures and protocols
involved will be outlined and deliberated upon .
AN OVERVIEW OF CLASSROOM OBSERVATION
n this regard, motivation behind any school observation does not stop at classroom research but also
extends to professional development of teachers (Hopkins,2002). On the contrary, observation
should not be used as an endorsement for promotion and tenure or intimidation or making decisions,
but rather should be intended for enhancing professional growth of the teacher (UK Essays,2016).
The implication therefore, is that classroom observation can improve teachers performance if carried
out strategically, however can become counter productive if handled otherwise.
Lasagabaster and Sierra (2011) regards classroom observation as key component of teacher
professional development as any attempt to improve teaching quality must revolve around the
teaching and learning processes taking place in the classroom. On the same note, UK Essays (2016)
also states that the purpose of classroom observation is to allow a teacher to get feedback and to
involve in context- specific discussions about teaching with an experienced observer . Although formal
observation and feedback are integral to improving teaching performance and practice (Jonson,
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2008),many professionals express their anxiety and worry when it comes to classroom observation (Li,
2009 the benefits of observation can ultimate)). Lasagabaster& sierra also suggests that, the
observed person has to feel confortable psychologically, trust being a fundamental objective, before
ly be reaped. Its therefore impotant that a congenial relationship characterized by mutual confidence,
respect and trust is established, between the observer and the observee . The need to build a
climate of trust has been widely acknowledged ( Aubusson,et al. 2007).
2.0 PROCESS OF F0RMAL CLASSROOM OBSERVATION
This involves 5 steps: Planning, pre-observation, Observation, Post –observation and Final report.
2.1
Step 1- PLANNING
The process starts with planning for observation.The School management collectively sets goals and
standards based on the school vision. Set standards of teaching, learning and assessment are
recorded on an observation sheet or template which is used as an observation tool during classroom
observation.
According to (HRC,2016), the curriculum management team plan the observations for teachers and
record on the observation schedule, evidence of standards of teaching ,learning and assessments
which includes ,classroom based activities, workshop based activity, one to one reviews, learning
support, Assessment activities for employment- based provision. The set standards are used as a
criteria for judgement of observation so as to avoid inconsistency in observations made.
In addition, HCR( 2016)advocates for an inspection system policy where formal observations are not
graded, the grades are replaced with teaching and learning standards and this is believed to provide
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a more comprehensive and holistic understanding of the strengths and areas of improvement for
individuals, within curriculum areas.
The scheduled plan of observation also includes frequency of observations to be carried out.
According to (HRC, 2016), all staff linked to delivering or fascilitating learning will take part in at least
one formal observation per academic year and Staff on probation period will have their first formal
observation at 6 weeks and another at 18 weeks in addition to any teacher training observations. This
is necessary in oder for observers to provide observees with reliable and valuable feedback.
According to UK Essays (2016), so as to attain a representative sample of the teacher’s performance
in the class, a number of different classroom observations need to be implemented.
Members of staff are given notice of observation and all notifications should be copied to the line
manager and the quality team. Observation of assessment in a work based area should be more
flexible with formal notification in order to meet the needs for both the teacher and the employer
(HCR,2016). Unannounced visits can be misinterpreted by teachers as an act of witch hunting .
Marshall (2007) argues against announced class visits and encourages short and unannounced visits
followed by feedback , saying observers see a real sampling of teaching throughout the year , unlike
one unannounced observation wher the observer sees a tiny percentage of teaching. And a teacher
can put 0n a special show for observation.
Observers must be fully educated and trained not only in how to perform an effective classroom
observation , but to have a clear ideaabout each category in which the teacher will be evaluated
Danielson 2007. The purpose is to recognize bias and minimize its effect, Hofer 2016.
Danielson, C. 2007.Enhancing professional practice. A framework for teaching. Alexadria VA:
Association for Supervision and Curriculum Development.
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2.2
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STEP 2- Pre- observation meeting
Pre- observation meeting is executed before the classroom observation between the teacher and the
observer. Uk essays(2016)also states that pre-observation phase aims at clarifying activities through
which outcomes of lessons observed will be attained. This step is supported by( Hadingham,2010) as
being fundamental as it enables the reviewer and the reviewee to identify the goals for the observation
and the specific aspects of classroom practice that the later would like evaluated. It is also inevitable
that during this meeting, the purpose for conducting classroom observation is clarified to avoid
arousing opposition and mistrust, as (Borch,2008) suggests, in the belief that their competencies is
going to be questioned or judged . The member of staff being observed is expected to have read and
clarified the criteria they are to be judged against, prior to the observation taking place (HRC, 2016).
2.3
STEP3- Classroom observation
Observers gather information including organization and presentation of the lesson instructional
methods, teacher- student interaction, flow of the session etc by using a checklist tool designed for
classroom observation purpose( UK Essays,2016). The information gathered can help to gauge the
effectiveness of educational practices and plan attempts for improvements (Malderez, 2003).
Where possible, observers should elicit learner feedback during the session through talking to individual
learners during the session and in addition Learner progress will also be informed by looking at student
work, and tracking documentation (UK Essays).It is a good idea to sit at the back of the class so that you
have a wide view of the entire room and also so that the students are not overly aware of observer’s
presence and the teacher does not feel self conscious ( Hadingham,2010).
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Where possible and only when it does not disrupt leaning, it is recommended that the member of
teaching staff briefly introduces the observer and informs students of the purpose of observation when
the observer arrives.
The observee is expected to provide a range of documentation relevant to the session, including a
learning plan ,Copies of any handouts, worksheets, assignment material and such, related to the session.
PROCESS OF OBSERVATION
2.4
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Step 4: Post – observation meeting
This involves provision of feedback to the observee by the observer.
Detailed verbal feedback on strengths, areas of development ,should be given to the employee within
48 hours of the observation wherever possible, and actions to be taken or any support the member of
staff needs in order to improve or further develop their practice are discussed ,eg specific staff
development, peer observation, development of resources, coaching, arrangements to share good
practice etc. Marshall(2009) supports the use of frequen, focused classroom observation that include
immediate and specific feedback to teachers.t
This an opportunity for the reviewee to reflect on their teaching during the observation and the
reviewer should provide constructive feedback. Holdheide2013, contends that conversations should
center on instructional strategies to adree learning needs and shoul be constructive rather than critical.
This is also an opportunity for the reviewee to dispute any observation made by reviewer in draft report
( Hadingham, 2010). If a member of staff does not agree with the overall judgment that has been
awarded, they may appeal in writing to the head of quality. In all cases where an appeal is upheld, the
original outcome is removed from the system and re- observation arranged (HRC, 2016).
If a session has been judged to be effective overall, the action plan must contain elements of sharing
good practice. If a session has been judged as not yet effective overall , the member of staff will be
provided with appropriate support and will be re- observed within 8 teaching weeks (HCR, 2016).Any
further failure to produce effective results will result in a decision to invoke the capability procedure.
PROCESS OF OBSERVATION
2.5
Step 4 : The final report.
A copy of the completed observation form and the observation action plan should be sent to the
quality team within one week of the observation. The original observation report, signed by both the
observer and observee, should be given to the observee.After observing the teacher, the observer
should provide written specific feedback and recommendation for improvement for the teacher.Hofer,
C.L(, 2016)
CONCLUSION
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PROCESS OF OBSERVATION
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REFFERENCES
David Lasagabaster& Sierra, J.M, (2011). Classroom observation:desirerable conditions established by
teachers.European Journal of Teacher Education, Vol34:4, 449-463.
Essays, UK. (2013). Classroom observation is the purposeful Examination of Teaching. Retrieved from
https://www.ukessays.com/ essays/ education / classroom-observation- is -the –purposefulexaminination- of-teaching-education-essay. Php?vref =1
Essays, UK . (2013). Defination and Overview of Classroom Observation.Retrieved from https:
//www.ukessays.com/essays/education/definition- and- overview -- classroom -observation-educationessay.php?vref=1
Beveridge,W.I.B (2015). The art of scientific investigation. Cambridge university.Canada.
Farooq, U. (2013). Different Types of Observation .
Kawulich, B. (2012). Collecting data through observation. University of West Geogia: McGraw Hill.
Wikepedia, (2018). Observation. Retrieved from https://en.m.wikipedia.org > wiki > obser…
Malderez, A. (2003). Oservation. ELT Journal Volume 57(2). 179- 180. Oxiford university press.
Montgomery, D. (2002). Helping Teachers Develop through classroom Observation. London: David
Fulton Publishers.
MNP,( 2015).The art of direct process of observation- A proven technique for improving manufacturing
performance. Retrieved from https://www.mnp.ca> posts > the- art –of- d...
HRC, (2017). Observation of Teaching, Learning & Assessment. Ofsted. London.
Hofer,c.l (2016). THImpact of Classroom Observation and collaborative Feedback on Evaluation of
Teacher Performance.Wayne State University DESSitations.1640. Michigan.
Marshal, 2009. Rethinking TEACHCHER and Evaluation.How to work SMART, Build collaboration and
close the achievement gap.San Francisco, CA: Jossey- Bass.
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