battelle for kids' briefing on bcsd classroom assessments

Informal Classroom Observations

Beaufort County School District — Project 14-006

© 2014, Battelle for Kids. All Rights Reserved.

Description of Project

Informal classroom observation processes (i.e., walkthroughs, learning walks, focus walks)

are selected and implemented based on the outcomes desired by the organization and the

purpose of the process. To increase student achievement, an informal classroom observation

process should provide timely and effective feedback to educators with alignment to the

district’s academic improvement goals. In January 2014, BCSD adopted a 5-year strategic plan.

Quality indicator 15 within the section, “Teaching and Assessing for Student Learning,” states,

“School leaders will monitor and support the improvement of instructional practices to ensure

student success.” For the district to assure school leaders had the resources, support, and tools

to meet this quality indicator, a comprehensive assessment of the existing practices needed to

be conducted.

The academic leaders of BCSD believe that repeated classroom observations through

formal as well as informal methodologies do two things. First, they provide information regarding

a classroom teacher’s ability to ensure student learning, and second, they provide leaders and

teachers with information about adult behaviors in a classroom that have the most positive

impact on student achievement (RFP #14-006, p. 16). The RFP also states that the

development and implementation of a common instrument for informal observations that targets

the most meaningful and useful data collection regarding specific teacher behaviors leading to

higher levels of student achievement is in order. As a result of the consistent implementation of

a common instrument for informal observations, targeted professional development can be

planned with greater accuracy, and specific teacher behaviors and strategies used to maximize

instructional efficiency and effectiveness will be identified. The question presented by BCSD

used to guide this project was: What informal observation process captures adult behaviors

proven to increase student achievement?

Methodology

During the spring of 2014, Battelle for Kids examined existing informal classroom

observation practices across BCSD and identified current problems of practice within the

instructional core. Additionally, district initiatives and goals were studied to understand BCSD’s

priorities and values.

Milestone/Deliverable Description Timeline

Identify current student learning problems of practice.

Conduct the Instructional Rounds process at four sites (strategic representative sample based on student performance and type of school).

April 2014

Develop and disseminate questionnaire to school leaders and teachers.

Identify the type, purpose, frequency, and usability of current informal observation processes.

April/May 2014

Prepared by: Battelle for Kids - Denise Snowden, Ph.D. 2 Presented to: Beaufort County School District – 09.03.14

Collect and analyze locally designed walkthrough tools.

Use document analysis research process to identify themes in current observation processes.

June/July 2014

Assimilate district academic priorities.

Examine BCSD strategic plans, core initiatives, and existing student data reports.

June 2014

Write briefing report and develop recommended template for informal observation process.

Outline project description, methodology, findings, recommendations, and draft observation template.

August 2014

Share briefing report and recommended template.

Share findings and collaborate with district representatives to fine tune template.

August 2014

Submit final product. Finalize walkthrough template based on feedback received from district team.

September 2014

Classroom Observations

A problem of practice is defined by researchers at Harvard’s Graduate School of Education

as, “…something that you care about that would make a difference for student learning if you

improved it.” (City, Elmore, Fiarman, Tietel, 2009, p. 102) A problem of practice comes from

data, dialogue, and current work and is grounded in shareable evidence. A rich problem of

practice: focuses on the instructional core—the interaction between the teacher and student in

the presence of content (Appendix A); is directly observable; is actionable; connects to a

broader strategy of improvement; and is high-leverage (City, et.al., 2009).

Since informal observation processes that make a difference for student performance are

aligned to educational practices that matter for student learning, examining the current practices

within the instructional core in diverse settings across the district sheds light on trends in the

existing problems of practice or challenges in student learning that educators are facing in

BCSD. A strategic representative sample of schools to be studied in depth was selected by

district leadership with guidance from Battelle for Kids. These four sites were selected based on

their diversity across student age groups, socio-economic status, geographic location, and

performance.

The process of instructional rounds was conducted at each of the four sites. Instructional

rounds is an evidence-based, qualitative approach to informal observations conducted for the

purpose of determining the health of the instructional core at a school. Existing problems of

practice were identified through the process of instructional rounds by members of each

school’s observation team. Each school’s team consisted of a majority of teachers followed by

school-based administrators and district academic personnel. A representative of Battelle for

Kids designed and facilitated this process at each site. At the conclusion of the four days of

instructional rounds, district and school-level administrators that participated in the process re-

assembled to debrief their experience and examine trends in the problems of practice across

these four schools. In total, 55 people (teachers, school-based administrators, district

administrators) from BCSD participated in the instructional rounds process at four sites, and 92

classrooms were visited.


Questionnaires

Two questionnaires were developed (Appendix B) to collect information about current informal observation practice. Teachers and school-based administrators were invited to complete the appropriate online survey. The original deadline for survey completion was extended due to the timing of the request at the end of the school year. Participants had four weeks to respond and were strategically prompted on multiple occasions.

Teachers were asked to respond to 11 questions regarding current informal observation

processes from the 2013–2014 school year. Administrators were asked to respond to 15 questions that were designed to take 5–7 minutes to complete. Informal observation processes were defined for both sets of respondents as brief, frequent, non-evaluative classroom visits conducted throughout the school year. They were also told that the informal observation processes are not the same as the formal observations used during the TAP or ADEPT evaluation processes.

Overall, response rate was very good. With online surveys, a response rate of 40% is

average, 50% is good, and 60% or greater is very good. The BCSD administrator response rate was 72.4% (63/87) and the teacher response rate was 56.9% (859/1510). Subgroup response rates were monitored to assure that a sufficient number of administrators and teachers from each school responded. Only four response rates from the 60 subgroups were below 40% (Appendix C).

Responses to each questionnaire were analyzed in their aggregate form by respondent type

(teacher and administrator). Additionally, the responses to each questionnaire were disaggregated and analyzed by type of school (elementary, middle, and high) and also by teacher evaluation system (TAP and non-TAP) to look for any significant areas of similarity and difference.

Document Analysis

Within the school administrator questionnaire, respondents were asked, “Is your informal

classroom observation model locally designed?” If administrators were not using a locally

designed model, they were asked to identify the name of the model/tool. At least one

administrator from each of the 30 buildings, except one, responded that they used a locally

designed model. Based on this response, a separate request to submit their locally designed

model/tool was sent to the 29 schools. After one month and several prompts, 24 schools

honored the request and submitted their locally designed tools. Several schools submitted

multiple tools. Document analysis was conducted to examine themes in format and content.

To understand district academic priorities for the purpose of alignment of district

expectations with the recommended informal observation process, several documents were

examined: 2014–2019 BCSD Strategic Plan—specifically the 16 quality indicators for teaching

and assessing for learning (section 3); 2013–2016 BCSD Collaborative Plan for Special and

Regular Education; 2013–2016 BCSD Literacy Plan; 2014 BCSD Response to Intervention

Reference Guide; district-level observation tools; and 2013 Annual Report Card data.

Additionally, members of academic leadership were consulted for a clearer understanding of

current district academic priorities.


Findings and Recommendations – Practice

Current and Desired Practice

Informal observation practice refers to the structures that guide the process. These

structures include purpose, frequency, duration, identification of observer and observed, and

method for sharing observation data. To determine BCSD’s current informal observation

practice, survey responses and documentation of the locally designed informal observation tools

were examined. To determine BCSD’s recommended informal observation practice, survey

responses and documentation of district priorities were examined.

Purpose. Teachers and administrators were asked the same question, “What is the purpose

of informal observations?” Seven statements of purpose were provided along with an option for

“not applicable” and an open prompt allowing respondents to indicate “other” purpose.

Respondents were prompted to select all (purpose statements) that apply.

Promote collegial conversations that become part of the school’s professional

learning culture.

Increase school-wide reflection on best practices to increase student achievement.

Collect data to assist in decisions regarding continuous school improvement needs.

Identify the professional learning needs of individuals.

Provide opportunities for feedback and individual coaching.

Appraise how professional learning initiatives are being incorporated into classroom

practice.

Document a teacher’s progress toward professional learning goals.

Administrators generally did not distinguish any specific purposes for informal observations.

Seventy-six percent (76%) of administrator respondents selected all of the purpose statements.

All purpose statements were perceived as relevant and applicable to the majority of

administrators. Teachers found value in all statements as well, but two purpose statements

were selected more often than the rest. Slightly more than sixty-eight percent (68.34%) of

teachers selected, “Provide opportunities for feedback and individual coaching,” and 59.25%

selected, “Increase school-wide reflection on best practices to increase student achievement.”

The remaining five statements were selected by 37–48% of teachers.

Some teachers indicated in the open-ended response option that the purpose of informal

observations were to “audit teachers for compliance.” to “find out what’s wrong—a gotcha,” and

as a “punitive device.” Some justified their responses by sharing there is little to no feedback,

follow-up, or coaching. Related to purpose, responses to the prompt, “What must happen to

make informal observations an effective learning experience?” teachers indicated they would

like informal observations that have known expectations, a specific purpose with a clear focus,

and be non-punitive. To that same prompt, administrators responded they would like to see

informal observations used for the purpose of non-evaluative data gathering, and to increase

transparency so they can support professional learning opportunities for their teachers.

Frequency. Teachers responded with little consistency to the question, “How frequently are

informal observations (classroom walkthroughs) conducted in your classroom?” Nearly four

percent (3.96%) of teachers were not observed and 4.7% were observed once. The most


selected response was once a quarter by 23.86% of teachers. Being observed informally once a

month was the second highest response at 20.61%. The remainder of teachers replied almost

evenly dispersed across the responses once a week, twice a month, and once a semester. At

TAP schools, the frequency of informal observations was notably higher than at non-TAP

schools. Eighty-five percent (85%) of administrators from TAP schools and 55% from non-TAP

schools reported informal observations occurring at least twice a month. This difference is to be

expected with the additional personnel resources and strategic support provided to TAP

schools. Teachers at early childhood, elementary, and middle schools responded with higher

frequency rates for informal observations than high school teachers.

Administrators responded with more consistency to their frequency question, “How

frequently does your administrative team conduct informal observations (classroom

walkthroughs) by teacher?” Overwhelmingly, administrators responded with high frequency

rates. Nearly forty-eight percent (47.62%) responded with once a week and 20.63% said twice a

month.

Although teacher and administrator perceptions of observation frequency varied greatly, it

was clear that informal observations are an accepted practice across the district. Interestingly,

when teachers were asked, “What must happen for informal observations (classroom

walkthroughs) to be an effective professional learning experience for you?” many indicated they

desired regular, frequent informal observations. When asked a similar question, “What must

happen for informal observations (classroom walkthroughs) to be an effective professional

learning experience at your school?” administrators concurred that more regular, frequent

observations were desired.

Duration. The majority of teachers (63.1%) report the duration of informal observations as

greater than 10 minutes (31.32% report 11–15 minutes; 31.78% >15 minutes) indicating a

substantial amount of time dedicated to observation. Administrator responses were in alignment

with teachers with 77.78% reporting a duration of informal observations as greater than 10

minutes (49.21% report 11–15 minutes; 28.56% >15 minutes). Only 12.72% of teachers and

4.76% of administrators indicated a duration of 5 minutes or less. No distinguishable variation in

duration exists based on type of school (elementary, middle, etc.). At TAP schools, the informal

observation process tends to be longer with 68.92% of teachers and 92.6% of administrators

reporting greater than 10 minutes in duration, compared with 59% of teachers and 66.67% of

administrators in non-TAP schools. To make informal observations an effective learning

experience, many teachers indicated that observations with a duration of more than 10 minutes

were preferred. Responses ranged from, “ten minutes is not enough,” to “walkthroughs should

not be treated as a short formal observation where entire lessons are observed and recorded.”

Moderation seems to be the basic message regarding the length of the observation.

Participants. The majority of observations are conducted by principals and assistant

principals as reported by both teachers and administrators. As expected, in TAP schools, there

is a stronger use of mentor teachers, instructional coaches, and master teachers than in non-

TAP schools. Interestingly, there is a slightly stronger use of peers as observers in non-TAP

schools than in TAP schools. At elementary and middle schools, the principal and assistant

principal tend to share the responsibility for conducting informal observations while at the high


school, assistant principals conduct observations more often than principals. This is probably

due to the greater ratio of assistant principals to principals at the high school level.

Only administrators were asked, “Who is observed using an informal observation process?”

Overwhelmingly, 95.24% of respondents indicated that all teachers were observed. This was

consistent in both TAP and non-TAP schools. Strategic selection (3.17%) and random selection

(4.76%) were minimal responses. A comprehensive sample of teachers to observe at least

annually seems to be common practice in BCSD schools.

Sharing observation data. Both teachers and administrators indicated overwhelmingly that

observation data from informal observations was shared via individual face-to-face conversation

or by handwritten note, form/checklist, or email. One distinguishable response between

respondent groups pertains to the response, “no sharing.” More than nine percent (9.31%) of

teachers indicated that the sharing of observation data did not occur, while no administrators

selected, “no sharing.” Clear pathways for providing observation data do not seem to be present

in all situations.

To make informal observations an effective learning experience, teachers strongly indicated

a desire for timely feedback (less than a week) and a preference for face-to-face, two-way,

conversational discussions about the observation coupled with documentation. They also

indicated a desire for focused feedback on 1–2 practical steps they could take rather than a list

of things they didn’t do well. Of all responses to the prompt about making informal observations

an effective learning experience, teachers most strongly communicated a need for quality,

specific, and constructive feedback that includes BOTH strengths and challenges, as well as

resources and suggestions. Many indicated they rarely received positive feedback, and easily

became overwhelmed with the negative feedback especially when strategies and solutions were

not suggested.

Recommended Practice

Based on questionnaire responses to prompts related to desired practice, the following

recommendations are made:

Purpose: To provide opportunities for instructional leaders to provide feedback and individual coaching AND to increase school-wide reflection on best practices to increase student achievement.

Frequency: Observe all teachers using an informal observation process at least once a semester with a preference of once a quarter.

Duration: A moderate length duration of 10–15 minutes per observation.

Participants: All teachers need to be observed informally to continue their growth trajectory. The informal observation process can be conducted by administrators, mentor/master teachers or instructional coaches. Peer observation can be an extension of this process, but not supplant this process.

Sharing Observation Data: Within a week or less, both positive feedback and focused, constructive feedback needs to be provided to teachers with suggestions and resources, in written form, and the opportunity for a coaching conversation.

Preparation: Administrators indicated they wanted training on giving and using feedback so they can be best prepared for coaching conversations with teachers.


Findings and Recommendations – Content

Current and Desired Content

Informal observation content refers to the specific focus areas that guide the observer’s

evidence collection. This content includes both verbal (saying) and non-verbal (doing) attributes.

Behaviors, dispositions, thinking processes, and language are all aspects of the content of

observations—things that can be seen or heard. To determine BCSD’s current informal

observation content, classroom observations (instructional rounds), survey responses, and

documentation of the locally designed informal observation tools were examined. To determine

BCSD’s recommended informal observation content, classroom observations, survey responses

documentation of district priorities, and research on factors influencing student achievement

were examined.

Problems of practice. The current problems of practice related to the instructional core (the

interaction between the teacher and student in the presence of content) were identified through

the use of instructional rounds. Both affirmations and provocations were identified. The

provocations were distilled further to identify the problems of practice. An informal observation

process needs to be aligned to the core components and areas of concern within the

instructional core that a system cares about or wants to change. In this section, the affirmations,

provocations, and problems of practice that were identified by members of the four school-

based teams during the April 2014 implementation of instructional rounds are shared.

Summary of trends in affirmations across schools.

Teachers create a positive classroom culture through the use of positive affirmations and encouraging student participation.

Teachers provide specific directions to guide student learning and the use of classroom procedures.

Teachers attempted to use formative instructional practices (checking for understanding, providing feedback, questioning).

Students are compliant with teacher requests.

Students are provided a variety of ways to learn or demonstrate understanding.

Tasks tend to be designed for completion by students as a whole group or alone.

Tasks are literacy-oriented in the elementary setting.

Summary of trends in provocations across schools.

Teacher use of questioning strategies demonstrate a strong use of close-ended, low rigor questions.

Students are rarely asked to generate questions—few students asked questions, reflected on their own learning, and/or provided feedback.

Students rarely engaged in partners or small groups with peers.

Tasks were predominantly designed for whole group teaching and independent work; lack of differentiation and choice.

Tasks were rarely designed to help students make real-world connections.

Tasks were often passive, not leading to active engagement in learning.

Most tasks were designed for low levels of cognitive demand.


Summary of trends in problem of practice across schools.

Teacher-directed learning experiences were the dominant, observed practice.

Student voice was minimally observed and most often heard only when asking clarifying or procedural questions.

Most students were able to abdicate participation responsibility because they weren’t held accountable for the demonstration of their thinking.

Instructional strategies and tasks were not often designed to empower students to think for themselves at high levels.

Teachers tend to do most of the thinking and the doing. Little use of gradual release of responsibility is evident.

These identified problems of practice represent current concerns within the instructional

core identified by both BCSD educators and leaders, and supported by evidence. Based on the aforementioned trends in problems of practice, it is recommended that during informal observations particular attention be paid to the following areas that are contained in the instructional core:

Use of teacher and student voice;

Types of questions asked by teachers and students;

Level of student engagement;

Student demonstration of thinking;

Gradual release of responsibility;

Real-world connections with the learning task; and

Degree of cognitive demand of the learning task. It is also recommended that evidence be collected and documented related to these areas of focus to enrich the opportunity for feedback through substantive coaching conversations.

Current focus areas of informal observations. Through the analysis of survey responses, it was apparent that the purpose of informal observations is ambiguous. All purpose statements were designated as important with only two statements slightly emerging as more dominant. Since the purpose of these observations is unclear, it is not surprising that when administrators were asked on the questionnaire, “What is the focus of informal observations at your school?” responses were inconsistent. A few focused on literacy, others on “key practices,” and some on “engagement and differentiation.” There were several responses indicating a flexible focus depending on issues identified through current data such as “vocabulary development.”

To get a better sense of the focus areas, administrators used to guide their observations,

administrators were asked to identify the tool they used for observations. Document analysis of these tools was conducted to identify themes in their content. Some administrators referenced published or district-based tools including Katherine Howard’s tool, Downey walkthrough, Pollack’s GANAG framework, Danielson framework, Teachscape, and the Marzano Snapshot template. Many TAP schools indicated they used a locally designed tool aligned to the TAP rubric. At least one administrator from all schools except one indicated that a locally designed tool was used for their informal observations. After these tools were collected, they were analyzed, and the following categories emerged to identify the trends in the focus of their content:

Learning focus – goal, objective, target, focus

Literacy strategies – vocabulary, graphic organizers

Student engagement – active, on task, working cooperatively

Cognitive demand of academic task – Webb’s DOK, Bloom’s


Classroom environment – well-managed, safe, student work displayed, respectful

Assessment – formative, summative, use of rubrics, variety, checking for understanding, ongoing, making adjustments

Content delivery – teacher knowledge, integration, variety, enthusiasm, real-world application, questioning strategies, GANAG, clear use of appropriate materials, use of visuals, artwork, drama

Technology – student and teacher use, specific device used

Site-Specific priorities – taxonomies, PBIS chart, writing procedures, CAFÉ strategies, EDM math, TAPPLE (direct instruction)

There are plenty of areas of focus possible for an informal observation process, but to be an area of focus, it must be clear and concise; it cannot be comprehensive. Most locally designed tools that were analyzed seemed to be designed to provide a comprehensive perspective which leads to little action resulting from feedback. Too many options to pursue can stagnate movement. A notable trend found in the locally designed tools related to informal observation feedback was the lack of prompts to observers to include positive feedback. This concern was also shared by teachers in their questionnaire responses.

District priorities. Through the review of documents addressing district instructional

priorities, the following key components of the instructional core were extrapolated:

Literacy strategy integration (content literacy, vocabulary, writing, use of

informational text and research)

Numeracy strategy integration (mathematical thinking, reasoning, problem solving,

measurement, data analysis and probability)

Technology integration and alignment

Collaboratively planned lessons using GANAG framework (goal, access prior

knowledge, new information, apply, generalize/goal review)

Use of formative practices to monitor learning, provide feedback and guide

instructional decision-making (differentiation)

Hess’ Cognitive Rigor Matrix (integrating Webb’s DOK and Bloom’s updated

taxonomy)

Additionally, the BCSD 2014–2019 Strategic Plan sheds light on core district priorities related to

teaching and assessing for student learning. These classroom-based quality indicators should

also inform the desired focus areas for informal observations:

3.1.1 – equitable and challenging learning experiences

3.2.1 – active engagement of students in the learning process; opportunities to apply

higher-order thinking skills

3.5.1 – support the academic growth and development of all learners

3.9.1 – research-based instructional processes are used and are both rigorous and

relevant

3.13.1 – safe school and classroom environment

3.14.1 – monitor and adjust curriculum, instruction, and assessment in response to

multiple sources of data


Research-based content. In regard to research-based content of the informal observation

tool, literature on walkthroughs reinforces the importance of the alignment of the observation

focus areas with district and school goals that lead to student achievement. The “look-fors” in an

informal observation process should be: customized to fit the predominant needs of the

organization, aligned to the purpose of the process, and grounded in research-based practices.

John Hattie’s (2009) work is based on his meta-analysis of more than 1,000 research

reviews comprising more than 50,000 individual studies—the largest meta-analysis every

conducted in the field of education. Hattie identified the major factors and practices that

influenced student achievement (Appendix D), from family background to teacher training to

specific instructional practices. He then went a step further and calculated how much of an

effect each factor had on students.

“…the biggest effects on student learning occur when teachers become learners

of their own teaching, and when students become their own teachers. When

students become their own teachers they exhibit the self-regulatory attributes

that seem most desirable for learners (self-monitoring, self-evaluation, self-

assessment, self-teaching). Thus it is visible teaching and learning by teachers

and students that makes the difference.” (Hattie, 2009, p. 22)

A key finding in Hattie’s (2009) study is that the most powerful single influence enhancing

achievement is feedback. What is needed is quality feedback and where that feedback has the

greatest effect is when teachers receive more and better feedback about their teaching—the

ripple effect is high. To make learning visible, teachers and students both need ongoing, specific

feedback and to collect and document evidence of their learning.

John Hattie provides a “personal health check for visible learning” based on the

recommended practices that had the greatest effect size on student achievement in his

comprehensive meta-analysis:

1. I am actively engaged in, and passionate about teaching and learning.

2. I provide students with multiple opportunities for learning based on surface and deep

thinking.

3. I know the learning intentions and success criteria of my lessons, and I share these with

students.

4. I am open to learning and actively learn myself.

5. I have a warm and caring classroom climate in which errors are welcome.

6. I seek regular feedback from my students.

7. My students are actively involved in knowing about their learning (that is, they are

assessment-capable).

8. I can identify progression in learning across multiple curricular levels in my student work

and activities.

9. I have a wide range of teaching strategies in my day-to-day teaching repertoire.

10. I use evidence of learning to plan the next learning steps with students. (Hattie, 2012,

p. 193).


When this checklist is compared with the BCSD’s current informal observation content trends

identified in the locally designed tools and the current district priorities, it is clear to see that the

BCSD practices are in line with Hattie’s recommendations for visible learning.

Recommended Content

It is recommended that a simple, evidence-based instrument be used consistently during

BCSD’s informal observation processes. This instrument should be aligned to district problems

of practice and district priorities, while also providing flexibility to include school-based priorities

(essential areas of focus). Providing the ability for each school’s leadership team to enhance the

observation tool to make it adaptive to their context, while remaining true to the district’s focus

areas, will greatly increase buy-in and the likelihood for consistent implementation district-wide.

The vocabulary used to discuss the process of teaching and learning is critical. As the

locally designed observation tools were analyzed, it became clear that efforts need to be made

to adopt a set of instructional vocabulary that unifies the district. Creating and implementing an

informal observation tool district-wide will allow for new understandings of critical vocabulary to

be established. Consistent frameworks to guide unified understanding and aligned vocabulary is

also important. Two areas of disconnect in vocabulary emerged from the analysis of the locally

designed informal observation tools—cognitive demand and engagement.

For cognitive demand, some schools referenced Bloom’s taxonomy while others referenced

Webb’s depth of knowledge. It is recommended that for examining cognitive demand, a blended

framework of these two models be adopted to provide a more accurate and consistent

description of thinking processes. Bloom’s is known by all educators and Webb’s DOK adds a

new dynamic. Using Hess’ framework (Appendix E) would provide an opportunity to bridge

these two frameworks and add clarity.

Many schools use the term ‘engagement’, which in itself is a very ambiguous term. In reality,

they might mean a student is ‘on task’ or ‘compliant’. It is recommended that a simplified version

of Schlechty’s levels of student engagement (Appendix F) be utilized to allow for a more

accurate description of engagement as highly engaged, compliant (strategically or ritually), or

disengaged (retreating or rebelling). Using this framework allows teachers to monitor student

ownership for their learning and whether students are being empowered as learners.

To provide a clear, simplified framework for informal observations, it is recommended that

the instructional core (teachers, students, and learning task) be used as the core categories for

the informal observation tool in an effort to address issues related to the learning experience. A

fourth dimension is necessary since the instructional core is situated in the classroom

environment, which has the potential to enrich or stagnate the learning process. To promote a

research-oriented approach to informal observations, framing observation focus areas as

questions empowers observers to ‘look for’ and document answers by recording evidence.

To determine the focus questions within each of the four categories, content

recommendations that emerged from the identification of problems of practice, trends in locally

designed observation tools, district documents, and current research on best practices to


improve student achievement were used. In the following charts, recommended focus questions

supported by ‘look-fors’ are presented. Five focus questions for each dimension are presented

as district priorities. An additional question in each dimension is designated for site-based

customization based on their site’s strategic priorities or problem of practice.

How do teachers demonstrate BCSD’s educational priorities?

Focus Question Observer Look-fors

Teach

ers

How does the teacher use clear learning targets to focus instruction and student learning?

Introducing learning targets, checking for student understanding, synthesizing and generalizing learning based on learning targets

How does the teacher connect learning to students’ prior knowledge?

Providing a hook to engage students, referencing past lessons, resources or experiences, providing examples

How does the teacher promote the gradual release of responsibility?

Asking questions that require evidence of thinking, guiding learning, intentionally using partners and small groups for practice before independent practice

How does the teacher model higher order thinking and problem-solving?

Providing wait time, using think-alouds, using higher-level questioning, providing real-world examples, asking for evidence of thinking and reasoning

How does the teacher use formative assessment practices to guide instructional decision-making?

Providing specific feedback, collecting and documenting evidence of learning, monitoring student learning, making adjustments to instruction, using formative assessments

Site-based question (based on PoP) TBD by faculty at each site

How do students demonstrate BCSD’s educational priorities?


Stu

de

nts

How do students demonstrate higher-order thinking?

Providing written and oral responses with evidence, asking higher-order questions, challenging each other’s thinking

How do students demonstrate learning with their teacher and peers?

Working collaboratively with partner or small group, asking academic questions of teacher or peers, modeling learning for peers

How do students use academic vocabulary?

Asking academic questions, using vocabulary from learning targets, writing and using academic language

How do students demonstrate engagement in the learning process and content?

Highly engaged – focused, passionate; compliant – on task, following directions; or disengaged – off task, rebelling, retreating.

How do students demonstrate ownership of learning?

Setting goals, accurately describing learning targets, documenting progress, using self-assessments, providing feedback to peers



How is the learning task designed to reflect BCSD’s educational priorities? Focus Question Observer Look-fors

Learn

ing

Task

How is the learning task designed to promote the demonstration of higher-order thinking?

Using language from high levels of Bloom’s/Webb’s framework (Hess’) in directions and questions

How is the learning task designed to promote real-world connections?

Asking real-world questions; applying learning to real-world situations, solving real-world problems, starting with the real-world and then connecting to content knowledge, role playing

How is the learning task designed to meet the needs of diverse learners?

Providing choice to students, using self-assessments, providing a variety of learning experiences, adapting tasks for learners

How is the learning task aligned to the clear learning targets?

Referencing learning targets in the task directions, cognitive demand of task is aligned to learning target

How is the learning task designed to integrate literacy and/or numeracy strategies?

Intentionally using vocabulary, graphic organizers, writing, reasoning, problem-solving, graphing, manipulatives, models, etc.


How is the learning environment reflective of BCSD’s educational priorities?


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arn

ing E

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nm

en

t

How is the classroom environment designed to promote a sense of belonging and safety?

Using a systemic approach to management (PBIS, etc.), monitoring participation, organizing for learning and safety, using “our” and “we”

How do the members of the classroom culture demonstrate respect?

Using respectful language, monitoring use of time and resources, asking related questions, being prepared for learning, raising hand

How is the classroom environment designed to promote a culture of learning?

Displaying student work, using word wall, referencing displayed resources, resources to extend thinking and learning are available

How is technology used as a tool to enhance learning opportunities?

Teacher use of technology, student use of technology, accessing a variety of technology-based tools

How is the classroom environment designed to promote high expectations?

Using encouraging words, not letting students disengage, challenging each other to higher standards, allowing opportunities for reflection on learning, setting goals


Since ‘look-fors’ guide the documentation of evidence, district academic leaders will need to

validate the recommended ‘look-fors’ to assure clarity of language and alignment to district-wide

expectations.

Informal Observation Recording Template

To streamline the observation process and promote a researcher mindset, only focus

questions will be included on the observation templates (Appendix G). Look-fors will be included

on a reference guide (Appendix H) that can be used to prompt observers until they become

automatic. Additional look-fors may be added to the reference guide by administrators as they

notice trends in behavior among their faculty. It is recommended that BCSD annually ‘tune’ their


look-fors to assure alignment and clarity. This ‘tuning’ process will also keep central office

academic leaders abreast of new practices and terminology being used at the various schools.

Another way to streamline the informal observation process is to narrow the focus of

observations to one dimension. For example, an administrative team might decide that the

learning environment is critical during the first month of school, so they only use the learning

environment focus questions to guide their informal observations. Since, “task predicts

performance,” (City, Elmore, Fiarman & Teitel, 2009) administrators might decide that observing

only the learning task and providing individual feedback to teachers or extrapolating trends

across the school will inform the development of professional learning opportunities to tighten

the design of the learning task. All four dimensions of the recommended informal observation

processes are dependent on the teacher, so no matter the breadth or the focus of the

observations, feedback to teachers will be necessary.

Summary

To answer the question presented by BCSD: What informal observation process captures

adult behaviors proven to increase student achievement?, Battelle for Kids conducted

classroom observations, collected information from teachers and administrators using online

questionnaires, analyzed current observation tools, identified district academic priorities, and

investigated current research on informal observation practice and factors that impact student

achievement. Findings from these processes were assimilated and recommendations presented

in this briefing report. Here is a summary of those recommendations:

Recommended Practice

Purpose: To provide opportunities for instructional leaders to provide feedback and individual coaching AND to increase school-wide reflection on best practices to increase student achievement.

Frequency: Observe all teachers using an informal observation process at least once a semester with a preference of once a quarter.

Duration: A moderate length duration of 10–15 minutes per observation.

Participants: All teachers need to be observed informally to continue their growth trajectory. The informal observation process can be conducted by administrators, mentor/master teachers, or instructional coaches. Peer observation can be an extension of this process, but not supplant this process.

Sharing Observation Data: Within a week or less, both positive feedback and focused, constructive feedback needs to be provided to teachers with suggestions and resources, in written form, and the opportunity for a coaching conversation.

Preparation: Administrators indicated they wanted training on giving and using feedback so they can be best prepared for coaching conversations with teachers.

Recommended Content

Use Hess’ framework for cognitive demand and a modified version of Schlechty’s

framework for student engagement.

How do teachers demonstrate BCSD’s educational priorities?

o How does the teacher use clear learning targets to focus instruction and student

learning?


o How does the teacher connect learning to students’ prior knowledge?

o How does the teacher promote the gradual release of responsibility?

o How does the teacher model higher-order thinking and problem-solving?

o How does the teacher use formative assessment practices to guide instructional

decision-making?

o Site-based question

How do students demonstrate BCSD’s educational priorities?

o How do students demonstrate higher-order thinking?

o How do students demonstrate learning with their teacher and peers?

o How do students use academic vocabulary?

o How do students demonstrate engagement in the learning process and content?

o How do students demonstrate ownership of learning?


How is the learning task designed to reflect BCSD’s educational priorities?

o How is the learning task designed to promote the demonstration of higher-order

thinking?

o How is the learning task designed to promote real-world connections?

o How is the learning task designed to meet the needs of diverse learners?

o How is the learning task aligned to the clear learning targets?

o How is the learning task designed to integrate literacy and/or numeracy

strategies?


How is the learning environment reflective of BCSD’s educational priorities?

o How is the classroom environment designed to promote a sense of belonging

and safety?

o How do the members of the classroom culture demonstrate respect?

o How is the classroom environment designed to promote a culture of learning?

o How is technology used as a tool to enhance learning opportunities?

o How is the classroom environment designed to promote high expectations?


Research-based Priorities

Kachur, Stout, and Edwards (2013, 2010) have written and researched extensively about

classroom walkthroughs. Although classroom walkthroughs are considered just, “one important

tool among many used to achieve school improvement,” (Kachur, Stout, & Edwards, 2010, p.

15), they are tightly connected to leadership responsibilities significantly correlated with student

achievement (Marzano, Waters, & McNulty, 2005). Informal observations of classrooms provide

observers with access to the instructional core where learning happens. Leaders are ultimately

responsible for the student learning that occurs in their school and informal observations are a

tool by which leaders can monitor the learning process and the experience of students. In an

effort to establish the level of buy-in and commitment for informal observation processes,

teachers and administrators were asked to reflect on the benefit of informal observations to


teachers’ professional practice. They were also asked to project the degree to which they

believe informal observations can be an effective professional learning experience for teachers.

Perceived benefit. More than fifty-four percent (54.25%) of teachers believe that their

practice has benefitted from current informal observations and only 15.95% disagree. The

remaining 25.96% are unsure of the benefit to their practice. Administrators perceive the current

benefit to teacher practice to be much stronger with 87.26% in agreement and only 4.76% in

disagreement. This variation in perception is to be expected, especially with the inconsistency in

implementation of informal observation processes. BCSD has an opportunity to shift the

perspectives of the 25.96% of teachers who are unsure of the benefit.

Projected benefit. Overwhelmingly, teachers and administrators believe informal

observations can be an effective learning experience for teachers. Slightly more than seventy

percent (72.06%) of teacher respondents agree that it can be an effective learning experience

(18.98% are unsure, 7.33% do not agree). More than ninety-five percent (95.24%) of

administrator respondents think that informal observations can be an effective professional

learning experience (4.76% strongly disagree; no neutral or disagree responses). The value

proposition associated with informal observations is clear and should make the outcome of this

project more favorable with the rollout of a collaboratively built tool with a consistent approach to

implementation.

Questions for Consideration

What will you name/brand the BCSD walkthrough model?

How will observers be trained?

How will observers communicate clear and consistent guidelines to the school

community?

How will BCSD build buy-in for this new process? Perhaps implement on a voluntary

basis allowing advocates for this process to be developed.

How will the implementation of this process be evaluated to determine if modifications

need to be made?

References

City, E.A., Elmore, R.F., Fiarman, S.E., and Teitel, L. (2009). Instructional Rounds in Education:

A Network Approach to Teaching and Learning. Cambridge, MA: Harvard Education Press.

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York:

Routledge.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to

achievement. New York: Routledge.

Kachur, D.S., Stout, J.A. and Edwards, C.L. (2010). Classroom Walkthroughs to Improve

Teaching and Learning. Larchmont, NY: Eye on Education.

Kachur, D.S., Stout, J.A. and Edwards, C.L. (2013). Engaging Teachers in Classroom

Walkthroughs. Alexandria, VA: ASCD.

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School Leadership That Works: From

Research to Results. Alexandria, VA: ASCD.