Running head: TEACHER TEAM OBSERVATION TO GUIDE PROFESSIONAL
Teacher Team Observation to Guide Professional Development
Tracy Brown-Roberts, Jenna Essenmacher, and Arlene Hollingsworth
CUR/550
April 27, 2015
Jamie McClure
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TEACHER TEAM OBSERVATION TO GUIDE PROFESSIONAL DEVELOPMENT
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Teacher Team Observation to Guide Professional Development
Teacher teams of two to three perform standard-based school and classroom
walkthroughs as a means to guide professional development, learn of teacher needs, and support
collaborative efforts on creating a learning community, while developing teacher leadership.
True to the Conceptual Framework for Educational Professionalism (2011), Team C Virtual
School prepares this classroom walkthrough instrument to guide collaboration practices,
engagement in reflective practices, and apply innovative leadership skills.
Walkthrough and Peer Observation Form
Directions:
Date_____________
First Step: Before the observation begins, examine the indicators and descriptors to become
familiar with what instructor behaviors to look for and how to recognize the behaviors.
Second Step: During the observation and walkthrough, Please use the descriptors and indicators
as a guide, not as a list of necessary behaviors and practices. Check observed indicators as
evidence of what is observed then rate.
Step Three: Plan and prepare for post-reflective debrief dialogue by making notes, comments,
questions for the observee.
Teacher:_________________________________________________________________
Class:___________________________________________________________________
Descriptors and Indicators
Content Align with Standards
□ Purpose of lesson and
learning goals introduced
□ Essential question asked
and written visibly for
students reference
□ Lesson supported with
active class discussion
□ Learning materials and
goals are age appropriate
□ Learning materials are
content appropriate
□ Balance assessment
parallel to standards
evident
□ Activities are rigorous
and relevant
Not Observed -1
Recommend More
Emphasis - 2
Accomplished Well - 3
TEACHER TEAM OBSERVATION TO GUIDE PROFESSIONAL DEVELOPMENT
Comments:
Knowledge and Skills
Development
□ Teacher uses inquiry to
support student thinking
□ Student prior learning
assessed
□ Variety of formative
assessments used
throughout instruction
□ Activity/concept
modeled or student
sample displayed
□ Guided practice
□ Collaboration – small
group or partner
□ Cooperative learning –
small group or partner
□ Peer-evaluation
□ Self-evaluation
□ Student presentations
Comments:
Knowledge of Pedagogy Via
Student/Teacher Interactions
□ Uses students interest to
lesson, students and
learning advantages
□ Effective and appropriate
positive feedback
□ Connects teaching and
learning to real world
and future learning
□ Shares real world
experiences and
anecdotes
□ Involves the participation
of every student
□ Interacts effectively with
small groups and
individuals
□ Learning environment is
warm and nurturing
□ Effective classroom
management
Comments:
3
TEACHER TEAM OBSERVATION TO GUIDE PROFESSIONAL DEVELOPMENT
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Differentiated Instruction for a
Diverse Learning Population
□ Visuals used
□ Technology integrated
(video, audio,
multimedia)
□ Hands on activities
□ Instruction provides the
appropriate pace for all
learners
□ Asks appropriate and
thought provoking
questions for all levels of
thinking
□ Teacher employees wait
time for student
responses
□ High teacher and
students learning
expectations evident
□ ESL and Special Needs
accommodated by ____________________
Comments:
(Classroom Observation Instruments: Worksheet, 2006-2013; Roberts & Pruitt, 2009, pp. 161162)
Summary
Organizing and Preparing for Teacher Walkthroughs and Observations
Peer observation and classroom walkthrough require preparation. Teacher leaders
organize walkthroughs by grouping teams of two to three, determining which classroom and
teacher teams will be observing, and allowing prep time for the teacher being observed.
Observations are vertical so younger levels can prepare student knowledge and skills for the next
level. Further preparations include “detailing the visitation process” (Roberts & Pruitt, 2009, p.
147). Teams detail the walkthrough agenda and observation form beforehand and handout to the
all parties. The agenda includes where teams meet, the schedule of observations and teams
TEACHER TEAM OBSERVATION TO GUIDE PROFESSIONAL DEVELOPMENT
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division, the focus of the walkthrough and times of visits and reflective debrief dialogues.
Teachers prepare by exhibiting instructional materials for lesson and activities, student artifacts
and products, learning centers, books, and additional lesson plans for teacher-team review
Roberts & Pruitt, 2009).
The Data Observers Collect
During a walk-through the teachers are looking for standard-based student activities.
During this time they are also observing the learning centers, teacher made materials and the
activities that the teachers have placed in the classroom. During the walk through the team will
also look for activities that will help students' develop higher thinking skills. The team is not
only collected data on instructional material they are also observing the layout of classrooms,
bulletin boards, and lesson plans and other displays in the classroom. This process is of data
collection is for the team to reflect on teachers implementation of the standards and reflecting on
the educational practices that are effective. After the information is collected the team will meet
again with their grade level to share their observations. The grade level team will prepare a
report to give to the principal and later shares with the entire faculty (Roberts & Pruitt, 2009).
Teachers Use Data to Guide Professional Development and Instructional Changes
By collaboratively selecting particular indicators of focus for teacher learning
walkthroughs, data on teaching and learning strengths and weaknesses and best and worst
practices guide professional development and instructional change through providing a
framework and corresponding rubric for an effective classroom focused on improving student
achievement. Teachers reflectively discuss the walkthroughs utilizing the indicator tool.
Professional development can target strategies to strengthen areas of weakness in a teacher's or
teachers' classroom. Additionally, teacher pool best practices together and share in professional
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development sessions to provide staff with an abundance of tools and strategies to increase
student achievement and assist students in meeting learning outcomes. Also, common difficulties
in classrooms and teaching and learning can be collaboratively resolved or minimized.
Professional development becomes specific, relevant, and useful with the goal of instructional
changes to improve student learning (Roberts and Pruitt, 2009).
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References
Classroom Observation Instruments: Worksheet. (2006-2013). Retrieved from UoM: Center for
Teaching and Learning: http://www1.umn.edu/ohr/teachlearn/resources/peer/instruments/
Conceptual framework for educational professionalism. (2011). Retrieved from UoP: College of
Education:
https://ecampus.phoenix.edu/secure/aapd/ed/teachereducationhandbook/GeneralDocumen
ts/Conceptual%20Framework%20Overview_2009.pdf
Roberts, S., & Pruitt, E. (2009). Schools as professional leaning communities. Thousand Oaks,
CA: Corwin Press: A SAGE Company.