Classroom Observations

"Classroom observations are at the heart of reading evaluation. Of all data collected, this is the most significant," notes Rausch (1992, p. 29). A representative sample of teachers' classrooms should be observed and evaluated. A follow-up meeting with those teachers may be necessary to gain additional information about the purposes and procedures of the lesson (Rausch, 1992).

The procedures of observation need to be made clear to all who will be involved in observing teachers. Foertsch (1998) provides a sample protocol for observations as well as specific items and processes to be observed:

Classroom Observation Protocol

"Instructions to the Observer: The focus of each observation is a reading activity or lesson.

Before the Observation:

• Know what the lesson is about that you are going to observe.
• Ask for copies of lesson plans, student work, etc.

During the Observation:

• Provide as vivid a description as possible of the lesson, answering each question with the description section.
• Provide running observation notes.

After the Observation:

• Ask teacher any questions necessary to clarify your notes.
• Summarize your notes." (p. A27)

Classroom Observation

"Provide a description of the specifics of the learning activity or lesson and the instructional environment:

Who?

• Teacher
• Grade
• Number of students (describe groupings, if any)
• Number of adults

What?

• Learning activity
• Subject/Theme

When?

• Date
• Time span

Where?

• School
• Learning space

How?

• Resources, such as computers, video, audio/voice, black/white boards, other (e.g., overhead, reference books, software, maps/globes, wall displays)
• Materials" (p. A28)

References