Classroom Observations

Reflection:

I have observed over 30 teachers over this school year. I have come to value the observation as an essential tool that must be utilized regularly. I believe the saying that you monitor what you value. When administrators are regularly in classrooms, it lets the staff know that the administration values what happens in the classroom. I have also noticed that regularly conducting peer observations results in teachers who are more invested in improving their teaching. The teachers seem to care more about their peers' opinions than the opinions of administrators. In most of the classrooms I visited, the basics were in place: essential questions were posted, word walls were current, student work was posted, and the lessons were tied to the standards. From that point the classrooms varied greatly in terms of instructional strategies, quality of instruction, behavior management skills, and physical environment. What I am most interested in is how to give teachers feedback in a way that makes them want to change rather than in a way that makes them feel criticized and defensive. I used a standard form when visiting classrooms. I always included a minimum of three positives comments for all teachers. In the beginning, I would note suggestions and leave the form. I am finding that when I need to make suggestions, it is most well received when I can speak with the teacher face to face, and when I can give specific recommendations for action that would help with the problem. I also have found that referring teachers to observe peers that are efficient in the area of need is effective. I believe that the observation becomes most powerful when it is viewed by teachers as a way to grow in their profession versus as a way to be caught or written up. It is up to the administrator to communicate the purpose of observations to teachers, so that they can be productive.