INSTRUCTIONAL LEADERS

Improving School Programs through

Observing

WHAT’S REALLY GOING ON IN THE CLASSROOMS? A key aspect of being an instructional leader rests the

individual’s ability to make informed instructional decisions.

What is an informed instructional decision?

… A conscious , proactive choice made on the basis of current data related to instruction or learning.

I.L’s make hundreds of decisions every year.

… Staffing

… Curricular

… Programmatic

The goal of the decisions should be to improve instruction and learning.

DIFFERENCE BETWEEN INFORMED AND UNINFORMED DECISIONS

InformedDecision

CurrentData

PriorKnowledge

OpinionsAssumption

sPerception

s

Seeks externalvalidation

QualitativeQuantitative

WHAT’S REALLY GOING ON IN THE CLASSROOMS?

Prior to changing a practice or program it is vital to gather data regarding what is actually taking place.

… i.e. Ideal Curriculum

Mandated Curriculum

Spoken /Taught Curriculum

Perceived Curriculum

Observing the learning environment is an important method to gather current data to inform the decision-making process.

… Provides the decision-maker with current and relevant data upon which to base decision.

On which of these do you

evaluate?

Observation InterpretDescribe

What am Iseeing?

What doesthis mean?

Why are they yawning?Are they tired?No, what causes people to yawn?I yawn when I am bored.

JudgmentThey’re bored

A typical supervisor observation scenario

TYPICAL POST-OBSERVATION MTG.

Judgment:Students are

bored

Action:Change strategy

Reaction

Confusion

Defensiveness

Hostility

GOAL OF INSTRUCTIONAL LEADERSHIP…

Increase teachers ability to reflect on their practice and commit to improve it.

What if…

InterpretDescribe

Description7 students are off-task

Interpretation

Reflect Action

Observer Teacher Teacher Teacher

Observer

OBSERVATION PURPOSES

Two major purposes for observing:

… Formative

… Summative

Formative

… Mutually agreed upon parameters

… Purpose: professional growth and/or instructional improvement

Summative

… Externally imposed

… Uniform

… Evaluate teacher s on similar criteria

TYPES OF DESCRIPTIONS

Quantitative

… Focus on numerical descriptions

… Statistical analysis

… Relationship between observed behavior and effective instruction and learning

… Often, very structured descriptions

… Relies heavily on sense data

see

hear

touch

TYPES OF DESCRIPTIONS

Qualitative

… Phenomenological

Not knowing exactly what one is observing

Trying to understand the phenomena

No predetermined agenda

Categories created once the data has been gathered

… Data sorted into categories

No instrument is used to gather data

… Rationale, instrument might limit the data to be collected

QUANTITATIVE DESCRIPTIONS

Categorical Frequency Instrument

… Types of Questions asked during instructional interval

Performance Indicator Instruments

Visual Diagramming

Teacher Space Utilization

QUALITATIVE DESCRIPTIONS

Verbatim and Selected Verbatim (scripting)

Detached Open-ended Narrative

Participatory Open-end Narrative

Focused Questionnaire Observation

EDUCATIONAL CRITICISM

Think critic (food critic for the local newspaper)

Qualities of a critic

… Training

… Experience

… Knowledge of history

… Knowledge of many forms of instruction

Connoisseur

… Passionate

… Knowledgeable

… Appreciates the details

WHAT DOES THE CRITIC DO?

Derive meaning from what is being observed

… Achieved by looking at the influence of the learning environment, events, and interactions

Compare perspectives of teacher and students to determine if there is consistency between the two perspectives

Results presented in a narrative

TAILORED SYSTEMS

Due to the nature of the purpose of the observation, there may be times when a normal observation system will not capture the data desired.

Tailored systems

… allow for a combination of quantitative and qualitative strategies

… Designed for particular purposes

How they use space and the types of interactions that they are having with students.

OBSERVATION PRECAUTIONS

Descriptions and interpretations are affected by

… Observer’s philosophy, experiences, and values

… Observer’s presence in the learning environment

… Type of instrument used

… Skill at recording data

Interpretations should be co-constructed!

Goal: Begin Dialogue