EDLDR560:

Observation Directions

Classroom Observation

Classroom Observation (30–45 minutes)

A classroom observation can include nonverbal or verbal feedback about students, nonverbal or verbal feedback about teacher, frequency charts, performance indicator instruments, visual diagrams, verbatim scripts, open-ended narrative, focused question observation (“what does the teacher do to…?”) or tailored observation systems. For each section of the classroom observation demonstrate degree and use of leadership skills throughout the process.

1. Arrive in the classroom 15 minutes early to set up and be ready at the start of the lesson.
2. Have documents for organization open and ready on your computer desktop so as to save time when you arrive. (2.3.1)
3. Record anecdotal notes about everything you see, hear, and feel happen in the classroom as the lesson unfolds. Use a shorthand code to assist in recording notes of the lesson including, but not limited to: T = Teacher and S = Student. Record notes one line at a time rather than in paragraph form.
4. At the end of each line, record a time stamp to demonstrate for teacher a timeline of events as they happened in the lesson.

   Example

   Classroom Observation Notes

   Observation	Time
   T asked Ss to return to their seats and take out their Math materials and text books.	12:01pm
   Ss continued chatting over the T’s directions, and T rang a bell to gain Ss attention.	12:02pm

   …continue with notes in a similar fashion for remainder of lesson.

5. At the end of the lesson, guide the teacher in a reflection of how the lesson went from her/his perspective:
   • What went well?
   • What didn’t go well?
   • What would you do the same way next time?
   • What would you change/improve for next time?
6. If possible, move right into the Post-observation Conference where the peer coach begins with a similar assessment of what was observed as strengths, challenges, celebrations, and needs of the lesson.