Teacher Evaluation and Teacher Effectiveness Classroom Observations
By Sally J. Zepeda and Bill Kruskamp
Eye On Education 6 Depot Way West Larchmont, NY 10538 www.eyeoneducation.com (888) 299-5350 phone (914) 833-0761 fax
Teacher Evaluation and Teacher Effectiveness Classroom Observations By Sally J. Zepeda and Bill Kruskamp
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lassrooms are complex due to the variability of the teaching force and the students who populate them. Good’s (1988) thoughts hold true for the practical aspects of conducting classroom observations as a way “to describe what takes place in classrooms in order to delineate the complex practical issues that confront practitioners” (p. 337). Learning to teach is a lifetime endeavor that needs to be supported by classroom observations. If teachers are not learning, it is highly unlikely that their students are learning (Darling-Hammond, 2010). Classroom observations that make a difference in the professional lives of teachers, and by extension, the academic lives of students, situate the observer taking notes to record what the teacher is doing, the interactions between students, the set-up of the classroom space, and so on. The data from such classroom observations serve as the fuel for meaningful observer– teacher discussions, with feedback that is rich in detail.
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Teacher Evaluation and Teacher Effectiveness Classroom Observations
The Value of Classroom Observations In most school systems, the classroom observation is a part of the overall teacher evaluation system. Considered formative, classroom observations allow leaders to enter the teacher’s world of practice as instruction unfolds in the classroom. The information in Table 1 highlights a few of the related benefits for teachers and observers who engage in classroom observations.
Benefits
For Teachers
Seeing a broad range of instructional strategies, assessment techniques, approaches to classroom organization, and teacher–student interactions
For Observers X
Engaging in conversations before and after classroom observations
X
X
Acknowledging teacher strengths, targeted areas for growth, and professional learning opportunities
X
X
Establishing stronger relationships
X
X
Creating a culture of professional care among faculty
X
X
Increasing visibility and accessibility
X
X
Intents and Purposes of Classroom Observations The classroom observation is usually the mainstay of a teacher evaluation system, and as such, classroom observations fulfill a legal requirement and can also support teacher growth and development. Collected over time, artifacts and evidence from other sources can improve observers’ understanding of what occurs in a classroom during an observation. For example, lesson plans, sample student work, results of local benchmarks, and other items assist in making additional sense of what was observed in the classroom. (See white paper by James H. Stronge, Xianxuan Xu, and Lauri Leeper, Teacher Evaluation and Teacher Effectiveness: Using Multiple Sources of Evidence.)
Whether or not they are tied to an evaluation system, classroom observations fulfill a larger necessity in schools—giving teachers the feedback they want and need to confirm their strengths and indicate areas of classroom practices that need more attention.
Whether or not they are tied to an evaluation system, classroom observations fulfill a larger necessity in schools—giving teachers the feedback they want and need to confirm their strengths and indicate areas of classroom practices that need more attention. Collected in a consistent manner and with a specific focus identified, classroom observation data offers teachers a formative (ongoing and developmental) approach to understanding the complexities of teaching, to make mid-course changes to instructional approaches, and to tie these efforts to student success.
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Teacher Evaluation and Teacher Effectiveness Classroom Observations
The underlying intents and purposes of classroom observations are built on many premises, including the benefits in Table 1. They also promote: • ongoing learning for the teacher and the observer • data-informed decision making • capacity building of individuals and the organization • changes that result in a better developmental life for teachers, students, and their learning (Zepeda, 2012; 2013) The overarching purpose for classroom observations must be to support teachers so they can focus on strengthening practices that increase student engagement and learning.
Types of Classroom Observations Classroom observations can be classified as formal (announced) or informal (unannounced), but the intents and purposes of both are the same—teacher and student growth and development. Typically, informal classroom observations: • are brief, lasting about 15 or 20 minutes • can occur at the beginning, middle, or end of a class period • can occur at any time during the school day • focus on a variety of aspects, including instructional strategies, use of time, classroom management, transitions between learning activities, the clarity of instructions, and so on (Zepeda, 2013) Informal classroom observations are not intended to supplant formal ones. They typically do not include a preobservation conference, but a postobservation conference is strongly suggested as a strategy to strengthen relationships with teachers by communicating something about what was observed. Formal classroom observations are designed to last the entire The preobservation teaching period of 45 minutes or more and involve data collection conference is critical that is planned and focused. The formal observation is generally called “clinical supervision” because the process involves a because it allows the cycle of a formal preobservation conference, an extended teacher and the observer classroom observation, and a postobservation conference. The to agree on the focus of preobservation conference is critical because it allows the teacher and the observer to agree on the focus of the observation. For the observation. example, a teacher might seek feedback on a specific area of his or her practice, such as instructional strategies, classroom procedures, or the use of higher-order questioning techniques. Specific discussion points during the preobservation conference allow the observer to better understand the learning environment, what the students are like, the content being taught, and the student grouping that will be in place during the observation. There are two very important goals of the preobservation conference that determine whether the classroom observation will yield positive results. First, the observer has to know what to look for during the formal classroom observation. In other words, what is the focus of the classroom observation? Second, the observer 3
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Teacher Evaluation and Teacher Effectiveness Classroom Observations
must select the appropriate classroom observation tool to collect information related to the focus. During the postobservation conference, the teacher and the observer can engage in discussion and in fault-free exchanges while examining data from the observation. To summarize, effective formal classroom observations are characterized by the following critical elements: • a preobservation conference with the teacher prior to the classroom observation to identify a focus, which may include agreeing on a particular data-gathering tool • a classroom observation of at least 45 minutes, or the entire class period, to provide time to collect data • a postobservation conference held 24 to 48 hours after the classroom observation for the observer and teacher to discuss and analyze the data (Zepeda, 2013) All teachers seek purposeful feedback about their efforts in the classroom. Specific tools that narrow the focus of a formal or informal classroom observation can increase the likelihood that useful information will be provided for the teacher to make instructional improvements. Ongoing classroom visits of this nature create a trusting relationship between teachers and their school leaders.
Critical Elements of Classroom Observations Astute classroom observers understand how and why to collect data, how to use this data to foster discussions about the class observed, and how the data, coupled with purposeful conversations, identify needed changes in instructional practices and student learning outcomes.
Principals must believe that there is a direct connection, not just a correlation, between well-planned, instructionally sound teaching and increased student engagement and learning.
The outcomes of classroom observations are dependent on the many variables related to the actual practice. The variables, such as the chosen data-collection tools, the skill and experience of the observer, and the receptivity of the teacher, can make or break the process and its desired outcomes. The outcomes can vary from having little or no effect on instruction and learning to having great effect on supporting teachers and ultimately student learning. To assure that classroom observations produce positive outcomes, there are several critical elements that a principal or other observer must apply. In addition to preobservation and postobservation conferences, these include variables such as focus, timing, trust, past experience with observation for the administrator and teacher, and data collection techniques. Failure to recognize the importance of these elements can result in less than satisfactory results from a classroom observation.
Classroom Observation Tools Principals use many varied strategies in classroom observations. However, in order to truly improve student achievement, a commitment must be made to consistently use proven classroom observation tools. Only when these classroom observation tools are used in every classroom and with every teacher will all students be guaranteed both access to and delivery of the curriculum in meaningful and effective ways. Principals
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Teacher Evaluation and Teacher Effectiveness Classroom Observations
must believe that there is a direct connection, not just a correlation, between well-planned, instructionally sound teaching and increased student engagement and learning. The use of any particular tool during a classroom observation depends on the focus that the teacher and the supervisor or observer agree upon during the preobservation conference. Deciding on the focus requires mutual understanding of the desired outcome or perceived weakness in a teacher’s use of, for example, questioning strategies in the classroom. Once the focus is chosen, the classroom observation should follow soon after. One tool, Using Bloom’s Taxonomy to Examine Levels of Questions (Table 2), can be used to examine several varied aspects of questioning that take place between the teacher and students, including wait
Table 2 Teacher: Haidong
Chen
Observer: Min
Chen
Observation Date: January
12, 2012
Start Time: 9:00
Total Observation Time: 15
minutes
Period of the Day: Period
Number of Students: 24
Grade: 9
Class: English
Lesson Topic: S.
I
End Time: 9:15
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E. Hinton’s Rumble Fish
Postobservation Conference Date: January
13, 2012
Teacher Question
Directed to: Class (C) Male Student (M) Female Student (F)
Wait Time (Seconds)
Taxonomy Level
In what year?
M
2
Knowledge
When you think of the lessons the characters learned by the end of the book, who do you think grew up the most?
C
3
Synthesis, Evaluation
How does the Siamese fighting fish come to be symbolic of the characters in this book?
C
5
Analysis
What deeper meanings can you apply to letting the fish out of their tanks at the end of the story?
F
3
Evaluation
Source: Developed by Oksana Parylo, a doctoral student at the University of Georgia, Athens. Used with permission.
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Teacher Evaluation and Teacher Effectiveness Classroom Observations
time, question domains, and a teacher’s calling patterns (Zepeda, 2013). We do not recommend that a single observation be used to review or to collect data on all the aspects of questioning, but an experienced observer can collect varied data using this single tool in one classroom visit. The classroom teacher knows that the choice of Educators must act with a questions used in a lesson can signal student learning and sense of urgency to ensure understanding of concepts. Often, important decisions are made about overall comprehension of material and that students are in nurturing future lessons. The data from a classroom observation can learning environments and assist the teacher in determining if her or his questioning in the company of excellent techniques are effective in the learning process. Through examining data related to the question domains, the teachers. observer can lead the teacher into examining patterns such as wait time. (Does the teacher wait longer for student responses when the question is of a higher level? Does the teacher tend to call on students of a particular gender to respond certain questions?) Moreover, data related to the use of appropriate questioning can give the teacher direction when planning for the next lesson, whether the next lesson should provide opportunity for re-teaching the concept, or provide the foundation for moving ahead. The postobservation conference should be a collaborative effort between the teacher and the supervisor or observer. The analysis of the data and decisions made based on the data provide classroom teachers the opportunity to reflect on their teaching and the improvements that can be made in classroom instruction.
Summary As educators move forward using the Common Core State Standards and Curriculum, more significance will be given to state-by-state comparisons of results from standardized assessments of the curriculum. These results will be indicative of the success or failure of the standards and also of the teachers entrusted with the responsibility of educating our students. Educators must act with a sense of urgency to ensure that students are in nurturing learning environments and in the company of excellent teachers. It is no longer acceptable to place less-than-stellar teachers in front of students. Research clearly indicates that teachers have the greatest impact on student learning in our schools. The impact can be small or large, positive or negative. School leaders must move to support improved instruction in each and every child’s classroom. The first step is to conduct classroom observations that contribute to the growth and development of teachers, with an eye on how improved teacher performance affects student learning.
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Teacher Evaluation and Teacher Effectiveness Classroom Observations
Suggested Reading Saginor, N. (2008). Diagnostic classroom observation: Moving beyond best practice. Corwin Press: Thousand Oaks, CA. Sullivan, S., & Glanz, J. (2013). Supervision that improves teaching and learning: Strategies and techniques (4th ed.). Corwin Press: Thousand Oaks, CA. Wragg, E. C. (2012). An introduction to classroom observation (3rd ed.). Routledge Publishing: New York, NY. Zepeda, S. J. (2013). The principal as instructional leader: A practical handbook (3rd ed.). Eye On Education: Larchmont, New York. Zepeda, S. J. (2012). Informal classrooms on the go: Feedback, discussion, and reflection (3rd ed.). Eye On Education: Larchmont, NY.
References Darling-Hammond, L. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Center for American Progress: Washington, DC. Good, T. L. (1988). Observation research… Grounding theory in classrooms. Educational Psychologist, 23 (4), 375–379. DOI: 10.1207/s15326985ep2304_5. Zepeda, S. J. (2013). The principal as instructional leader: A practical handbook (3rd ed.). Eye On Education: Larchmont New York. Zepeda, S. J. (2012). Informal classroom observations on the go: Feedback, discussion, and reflection (3rd ed.). Eye On Education: Larchmont, NY.
About the Authors Sally J. Zepeda, Ph.D. is a Professor in the Department of Lifelong Education, Administration and Policy and a Fellow at the Institute for Interdisciplinary Research in Education and Human Development, University of Georgia. Bill Kruskamp, Ed.D. is an Assistant Professor in the Department of Lifelong Education, Administration and Policy, University of Georgia, and Legislative Liaison for the Georgia Association of Secondary School Principals.
For information about permission to reproduce and distribute this white paper, please contact Hugh Shiebler, National Accounts Manager, Eye On Education, at (888) 299-5350 or
[email protected].
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Copyright 2012 Eye On Education, Inc. Larchmont, NY. All rights reserved. www.eyeoneducation.com