Teacher Observation Project

The process and tools were developed and piloted by the Virginia Adult Learning Resource Center. It is based on research by Saphier* and others that indicates that narrative reports based on observers' notes are more likely to lead to improved teaching than the checklist approach. Notes and narrative reports provide a detailed, chronological record of what was observed, show how events and activities relate to each other, allow the observer to give the teacher specific feedback -- both positive and negative--and provide evidence for any claims the observer makes.

1. The observer contacts the teacher to set up a time for the observation, to get basic information about the class, and to identify the teacher's goals for the observation.
2. The observer visits the teacher's class for 1-2 hours and takes detailed notes about what is observed.
3. The observer analyzes the observation using a Teaching Analysis Form structured around a set of Indicators of Good Teaching in Adult Education developed by the project advisory group.
4. The observer meets with the teacher to discuss the observation.
5. The teacher may then make changes to her/his practice based on the insights gained from the observation.

The Procedures for Observers summarizes the process.

Programs or regions using this process will probably want to introduce the process and share and discuss the Indicators of Good Teaching during teacher orientation and as part of ongoing staff development. In that way, the observation becomes routine and the Indicators of Good Teaching are a tool and guidepost for teachers in the program.

While observation is often associated with evaluation, this process is designed to help teachers examine and improve their classroom practice. It should be clearly distinct from any observation for evaluation that a program might use. The only documents from this observation process that should be filed are the Letter to the Teacher, the Request for Background Information and the Post-Observation Teacher Follow-up Plan.

* Saphier, John. (1993). How to make supervision and evaluation really work. Acton, MA: Research for Better Teaching, Inc.