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Classroom observations for different purposes: Guidance and recommendations for effective and sustainable adaptation and use of classroom observation instruments

Tue, April 16, 3:15 to 4:45pm, Hyatt Regency, Floor: Pacific Concourse (Level -1), Pacific E

Proposal

The overall goal of any classroom observation is to improve the quality of teaching and learning in the classroom. However, the purpose of conducting a classroom observation and the use of the information collected can vary. Some of the purposes common in teacher professional development interventions might be to identify teachers’ needs, to prompt reflection and dialogue about teacher practice, to monitor teachers’ strict adherence to new instructional strategies, and/or to evaluate the quality and effectiveness of their teaching. Different purposes of classroom observation require different types of well-developed instruments to collect the right kind of data needed for its intended purpose. Understanding the differences between the various purposes and uses of classroom observations is necessary to select, develop, and administer an observation instrument that will effectively collect useful data according to its purpose.

This presentation will frame the overall panel and discuss the different purposes of classroom observation in the context of EGR programs in low-income countries and their implications for instrument design and use. This presentation will also reflect on key challenges and lessons learned from a recent survey and document review that explored EGR programs’ applied experiences conducting classroom observations for different purposes. Results from this survey, along with a literature review on classroom observation, helped inform the development of a USAID-funded toolkit on classroom observation, which provides guidance and recommendations for EGR stakeholders in instrument development and use. This presentation will conclude with recommendations specifically highlighted in the toolkit on defining information needs and purpose, instrument selection and adaptation, preparation and training of observers, and information sharing and use.

This presentation is timely and relevant to the current discourse and challenges in international education—and in particular to efforts to improve the quality of education—associated with monitoring and evaluating improvements in teacher instruction and student learning, as well as the use of instructional coaches to support ongoing teacher professional development. The increased recognition of the important influence teachers have on student learning and the need to continue improving instruction brings greater attention to the important role of classroom observation and its appropriate development and use.

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