Peer Observers 1

Running head: PEER OBSERVERS AND CLINICAL SUPERVISION CYCLES

Using Peer Observers and Clinical Supervision Cycles in AACS Schools

Jeff Walton

Old Dominion Association of Church Schools

Presented to: Dr. Charles Walker

Congress 2000 Director

October 12, 1999

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Abstract

An obvious link exists between the success of classroom teachers and the overall success of the

school. This clear link points to the need for schools to make significant efforts to provide direct

classroom assistance to teachers. A review of current educational literature identifies two

important tools being increasingly used to provide this direct assistance: peer observers and

clinical supervision cycles. A survey of 81 teachers and administrators indicates that these two

tools are not commonly used in AACS schools. With a little training and planning, an

administrator can begin developing better instructors by using peer observers and clinical

supervision cycles.

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Using Peer Observers and Clinical Supervision Cycles in AACS Schools

Perhaps the most valuable resource of any Christian school is its teaching staff, those

people who are investing their time and energies in the lives of the young people who attend the

school. While many other factors affect the climate of a school--textbooks, facilities,

administrative personnel--none is as directly linked to students and the instructional process as

teachers. The teachers’ success as instructors in large measure determines the overall success of

the Christian school. With such an obvious link between instruction and school success, one

would suppose that significant efforts are made in schools to provide direct classroom assistance

to teachers. Regrettably, this is sometimes not the case. A survey of eighty-one teachers and

administrators in schools belonging to the American Association of Christian Schools (AACS)

was conducted for this writing project (see Appendix A). In that survey ten percent of

administrators reported not observing teachers even one time during the year while eighteen

percent of teachers reported not being observed. Another fifty-five percent of administrators and

forty-one percent of teachers reported only one or two observations annually. Since research

supports the contention that direct assistance to teachers is one of the crucial elements of an

effective school (Glickman, 1985), Christian school administrators would be wise to develop a

mechanism for providing that assistance. In an article regarding teacher evaluations in Christian

schools, Dr. Sid Cates (1997) suggested that most administrators would cite lack of time as their

primary reason for not doing more frequent classroom observations. When a supervisor is

convinced of the need for direct assistance to teachers and cannot find time to provide it,

“teachers helping teachers can become a formalized and well-received way of assuring direct

assistance to every staff member” (Glickman, 1985, p. 264). Christian school administrators

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ought to consider an underutilized process in Christian education: using peer observers in a

clinical supervision cycle.

Like the administrators who supervise them, classroom teachers often feel pressed from

many sides. In fact, A.M. Huberman (as quoted in Weasmer & Woods, 1997) referred to the

many tasks that simultaneously demand a teacher’s attention as “classroom press.” Surrounded

by children, teachers often feel isolated from other adults, sense that their careers have stagnated,

and receive very little assistance with their classroom or instructional difficulties. Research by

Peace, Spooner, and Stone (as cited in Crutchfield & Borders, 1997) with school counselors in

similar circumstances found that they became unsure of their professional abilities and even

became less skilled than they were when beginning their careers. The regular appearance of

workshops dealing with “burnout” at Christian educators’ conventions attests to the fact that

Christian school teachers may also come to feel overworked, alone, and unhappy with their roles.

Researchers Dornbush and Scott (as cited in Glickman, 1985) have provided evidence

suggesting that teachers who receive the most direct feedback from classroom observations are

most content in their teaching careers. A clinical supervision cycle is an excellent vehicle for

providing that instructional feedback to teachers.

Clinical supervision seeks to improve instruction through classroom observations,

conclusions drawn from those observations, and discussions between the observer and instructor.

While many clinical supervision models exist, the five-step model described by Carl Glickman

in Supervision of Instruction (1985) is typical. The first step is a preconference in which the

teacher and observer decide upon the purpose, focus, method, and time of the observation.

Following the observation the observer reflects upon his/her factual notes and completes an

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analysis of the observation. The two then meet for a postconference during which they discuss

the analysis and formulate a plan for improvement. The final step is for the teacher and observer,

either formally or informally, to critique the entire cycle and decide what was valuable and what

changes could be made to make the process more helpful.

Clinical Supervision Cycle

1. Preconference

2. Observation

3. Analysis

4. Postconference

5. Critique

The first benefit of a clinical supervision cycle is the feedback provided to the teacher. A

teacher who is not observed or who receives no feedback from an observation is left with many

questions about his/her instructional effectiveness, questions that can be addressed in a clinical

supervision cycle. Because the most effective feedback occurs immediately following the lesson

(Lewis, 1973), the cycle incorporates a postconference as a mechanism for formalizing the

feedback process.

A second benefit is the cyclical nature of the clinical supervision process. A basic

assumption is that the process will be repeated and is part of a sustained cycle of assistance.

Changes in behavior, such as improved instructional techniques, are more likely to occur in an

environment where the teacher receives ongoing observation, analysis, and feedback. Clinical

supervision authorities Snyder, Johnson, and MacPhail Wilcox (as cited in Glickman, 1985)

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believe that each teacher should be involved in a clinical supervision cycle at least twice each

year.

A third benefit of clinical supervision is its focus on instructional improvement rather

than evaluation. Observations of the teacher in the classroom are used either to evaluate the

performance of the teacher for administrative purposes or to help the teacher improve instruction.

Those observations serving administrative purposes have been termed summative evaluation,

while those providing direct assistance to the teacher have been called formative evaluation

(Glickman, 1985). While summative evaluations are necessary, serve many useful purposes,

and may even seek to help the teacher improve instruction (Cates, 1997), research by McCarty,

Kaufman, and Stafford (1986) indicates that observations conducted for evaluation have little

effect on teaching performance. Authors Ebbers & Brant-Kemezis (as quoted in Weasmer,

1997, p.114) note that “[t]he most productive conference is problem-centered, rather than

personality-centered.” Since a performance review naturally focuses on the person of the teacher

being reviewed, instructional benefit from such an evaluation will likely be very limited. If direct

assistance to teachers is a worthy goal, then the clinical supervision process deserves a thorough

consideration.

A predictable response from an average Christian school administrator to the need for

clinical supervision would be “Great, I agree, but I simply can’t find the time.” A practice that is

being used increasingly by public school educators suggests a solution: peer observation. Peer

observation takes place when a teacher is observed by another on the same professional level as

he/she rather than by a supervisor. Teachers naturally turn to other teachers for assistance. In

fact, a study by D.C. Lortie (as cited in Glickman, 1985) found that teachers seek assistance from

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their fellows first and pursue help from a supervisor only secondarily. Jerie Weasmer (1997, p.

115) suggests a likely reason: “Responses from peer coaches are less threatening” than those of

non-peers. Studies of peer coaching arrangements indicate positive results that extend far

beyond the time schedule of the administrator.

A considerable body of research identifies the benefits of peer supervision. Jan

Hasbrouck (1997) summarized the results of four studies in the following list:

1. reducing isolation among teachers,

2. enhancing collaboration and sharing of ideas, successful practices, and assistance,

3. creating a process for addressing instructional concerns,

4. transferring new learning into practice,

5. promoting teachers as researchers, and

6. encouraging reflective practice.

Hasbrouck also reported that teachers involved in peer observations report higher morale and a

sense of empowerment. In one study by Fimian (as cited in Hasbrouck) the rate of “burnout”

among special education teachers was reduced for those involved in peer coaching.

Three recent studies of peer supervision involving school counselors and teachers

illustrate the success of the practice. Benshoff and Paisley (as cited in Crutchfield, 1997) tested a

peer supervision model with a small group of school counselors in North Carolina. Participants

agreed that they would participate in peer observations again if given an opportunity and would

recommend it to their colleagues. They reported that participation helped them improve their

counseling skills and techniques. One hundred percent felt the experience had provided them

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with valuable support and new ideas.

Lori Crutchfield and Dianne Borders (1997) conducted a study involving twenty-nine

school counselors from a rural area in the Southeast. The participants engaged in weekly cycles

of peer coaching over a ten-week period. Pre- and post-participation measures were given for

counselors’ job satisfaction and counseling effectiveness. These measures did not show

statistically significant change, possibly because of the relatively short intervention period. The

measures did show movement in the desired direction each time, indicating positive results from

peer coaching that could become statistically significant with continued intervention. Crutchfield

and Borders reported a sense of rejuvenation and collegial support among the participants who

all agreed that the experience had been helpful. Typical of many counselors, one stated, “This

type of interaction with other counselors improves my ability to assess and evaluate students” (p.

227).

A third recent study (Hasbrouck, 1997) involved twenty-two practice teachers in special

education who were teaching in a four-week summer practicum. The model used was called

“mediated peer coaching” because each pair of practice teachers was supervised by an

experienced teacher who guided them through the process. Mediators were used primarily to

help the practice teachers, all of whom were obviously inexperienced, learn how to assess the

effectiveness of instruction without a lengthy training period. Practice teachers were given only

four hours of training in using the Scale for Coaching Instructional Effectiveness (S.C.I.E.), an

observation form covering fifty-one areas of instructional practice. The form was designed to be

used with minimal training. In a period of at least twenty minutes, the observer was to rate the

teacher in the fifty-one areas covered by the observation instrument. The practice teachers

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participated in three clinical cycles of mediated peer coaching sessions over the four weeks of the

study. As measured by the S.C.I.E. instrument, eighteen of the twenty-two teachers improved

their instructional skills through the peer coaching process. In addition, the majority of

participants regarded peer coaching as either “helpful” or “very helpful” in improving

instructional skills. The practice teachers reported increased confidence and a boost in their

sense of professionalism.

A review of current educational literature indicates that the use of peer coaches in a

clinical supervision cycle is well-accepted practice and is increasingly employed. In an article for

Education, Dalphia Pierce and Wayne Hunsaker (1996) propose a model for staff development

that relies heavily upon peer supervision. Their School Innovation Through Teacher Interaction

(SITTI) model begins with teachers meeting to define needs for the school, selecting a high-

priority area for improvement, and choosing a team of colleagues to address the perceived need.

This team collects information, decides upon an approach, and seeks materials or training to

make themselves “resident experts” for the school. The team then presents the strategy to the

rest of the teaching staff and begins cycles of peer observations to help all teachers implement the

strategy. Each teacher is to develop an action plan for his/her classroom as relating to the new

skills or strategy. Implementation of the teacher’s plan and progress in the new skill is evaluated

through at least three annual peer observation cycles involving the “resident experts” and other

teachers. Achievement test scores and other measures are tracked to determine the effect of the

strategy on student achievement. In the SITTI model, when the teachers determine that progress

is being made in the desired direction, a different school need is identified, a new team of

teachers is selected to become the “resident experts,” and the cycle of school improvement

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continues. Like other current school improvement models, this one relies heavily upon peer

observers for bringing direct assistance to classroom teachers. Clinical supervision cycles and

observations using peer observers seem to be generally accepted and widely practiced in public

education.

Survey of Teacher Observation Practices in AACS Schools

A survey was conducted for this paper in the fall of 1999 to determine to what extent

clinical supervision and peer observers are utilized in AACS schools. Additional survey

questions addressed the frequency of classroom observations, the focuses of those observations,

and attitudes toward peer observations. The seven-question survey (See Appendix A.) was sent

to eighty AACS schools in the states of Maryland, Virginia, and North Carolina. In each state,

approximately equal numbers of surveys were mailed to schools with enrollments less than one

hundred, between one hundred and three hundred, and more than three hundred. At each school,

the principal and one teacher were asked to complete and return the survey. Questions on forms

for principals and teachers were essentially the same, though worded differently as appropriate.

Several noteworthy ideas stand out in the survey results. First, a significant percentage of

teachers in AACS schools are being observed by supervisors at least once each year. Ninety

percent of principals reported observing teachers at least one time while eighty-two percent of

teachers reported being observed at least once. Forty-two percent of teachers reported being

observed three or more times each year. Both principals and teachers reported overwhelmingly

that supervisors’ observations were used primarily or exclusively for instructional help and also

strongly indicated that those observations were somewhat or very helpful in improving the

instructional skills of teachers.

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The size of the sample of survey respondents, forty-two principals and thirty-nine

teachers, is not sufficient for making any definitive statements about these practices in AACS

schools, but the results are probably at least reflective in a general sense. Some interesting

“blips” in the survey run counter to conventional wisdom. While one might expect that teachers

in smaller schools would be observed less often by their supervisors (question 1), eighty-six

percent of teachers from schools with fewer than one hundred students reported being observed

at least once each year and fifty-seven percent of them reported being observed more than four

times each year. While eighty-seven percent of teachers felt that peer observers could help

teachers learn new instructional skills (question 7), only fifty-six percent agreed with the

statement that “I could help another teacher learn new instructional skills”–perhaps a testament to

humility. Finally, while sixty percent of principals felt that participating in peer observations

would help teachers feel less isolated in their careers (question 7), only eighteen percent of

teachers agreed with this statement. Teachers may have been saying that they did not feel

participating in peer observations would help with this problem, but may also have been saying

that they do not feel isolated in their careers, a complaint that is common among their public

school counterparts.

Survey questions specifically dealing with clinical supervision cycles and peer observers

revealed, however, that these tools are underutilized in AACS schools. Forty-six percent of

teachers reported that they were never observed in a clinical supervision cycle. Only a small

percentage of principals or teachers reported that a clinical cycle was used more than once or

twice each year. Respondents also indicated that peer observers are not often used. Eighty-two

percent of teachers indicated that they are never formally observed by a peer. In keeping with the

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results of many other surveys and studies, the fifteen percent of teachers who reported being

observed by peers and the twenty-two percent of principals who reported using peer observers in

their schools all indicated that peer observations were somewhat or very helpful, with more than

two-thirds of the teachers indicating that they were very helpful. Survey respondents also

strongly indicated their belief that using peer observers in a clinical supervision cycle would be a

valuable method of improving instruction and enhancing teachers’ professionalism.

Suggested Model for Using Peer Observers in a Christian School

An administrator wishing to implement clinical supervision with peer observers should

begin by scheduling staff development time for introducing the concept to teachers and training

them in the processes. An ideal time for scheduling this is before the beginning of a new school

year when many schools have several days set aside for school preparation and staff development

activities. While some authors feel that significant amounts of time are needed to prepare

teachers for participating in peer observations (Hasbrouk, 1997), others feel that two or three

one-hour sessions are adequate. Glickman (1985) suggests three forty-five to sixty-minute

training sessions.

In the first session the concept of peer supervision and the format for conducting peer

observations should be explained. An important part of the first session is assessing the

willingness of teachers to participate. At least initially, reluctant teachers should be excused

from the process or convinced of the value of participating.

In the second training session ways of observing classrooms for different purposes should

be discussed. The administrator may approach this in several ways. Teachers may discuss

school-wide needs and decide upon a classroom strategy that all will target during peer

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observations. If this approach is used, additional research may have to be done to select or

develop an observation report form appropriate to the strategy being implemented. A second

approach would be to allow each teacher to determine the needs in his/her classroom that should

be addressed through the peer supervision process. In this case the administrator may wish to

make available to teachers several different observation instruments targeting different teacher or

student behaviors. A third possible approach would involve all teachers using a general

observation form covering multiple instructional behaviors. The approach or approaches to be

used in observations should be the topic of the second training session.

The third training session should be devoted to studying the steps of the clinical

supervision process, selecting teacher pairs for observations, and beginning to schedule

observations and the conferences that precede and follow them. Role playing could be used to

insure that all participants understand the steps of clinical supervision.

Since the goal of the clinical supervision process is instructional improvement, cycles

should be conducted in such a way as to make them most helpful. One recommendation is that

the entire cycle from preconference to critique be completed in two weeks or less. If feedback is

too far removed in time from the observation, the events of the class period will be forgotten and

the feedback will likely be less effective. A second recommendation is that cycles be scheduled

closely together, a second cycle following not more than one month after the first is completed.

Doing so will help the participating teachers more accurately recall events and perhaps more

accurately judge progress toward the desired improvements in classroom practice.

An obvious question is certain to have occurred to the school administrator: “How do I

cover the class of the teacher who is observing another? I certainly don’t have time to substitute

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for those classes myself.” Three possible solutions occur. First, the administrator may wish to

substitute for some classes. Allowing teachers the opportunity to participate in peer observations

may benefit the teachers and thus the school so substantially that the administrator finds this is a

worthwhile investment of his time. If the school budget permits, a substitute teacher may be

hired to teach classes for those teachers who are observing in other classrooms. A parent

volunteer could also be used in this capacity. Parents are eager to see the educational program of

their school improve and it might not be difficult to find someone who would be excited about

volunteering to help make this opportunity available to teachers. A substitute who came in one

morning each week (four class periods) for two months would make it possible for as many as

eight pairs of teachers to participate in two clinical supervision cycles where each of the sixteen

teachers was observed twice. In either case, teachers who are observing others should be

required to provide thorough lesson plans for the substitute. If peer observations are scheduled a

week or more in advance, teachers should have no trouble planning very worthwhile activities for

their students for the class periods during which a substitute is needed.

Some thought should also be given to the observation instrument(s) that will be used for

peer observations. This decision should be guided by the purpose determined for the

observation. Many forms are available for a variety of observation purposes. Some instruments,

such as the Tuckman Teacher Feedback Form for observing classroom climate or the Observing

Cognitive Processes form developed by Ronald Hyman (1975), are rather complex and require

instruction before use. Other forms are easily employed with very little guidance to the teacher.

Forms may focus attention on improving classroom climate, teacher-student interaction patterns,

cognitive processes, use of space and student groupings, questioning techniques, and a host of

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other areas. The observer may simply write an open-ended narrative of occurrences during the

observation period. Most school administrators have a general form that they use for classroom

observations. This form could possibly be modified for use by peer observers. Perhaps the form

could be submitted to teachers who could select categories they felt were appropriate for peer

observers or suggest new categories. Cates (1997) suggests that the most valuable form for

teacher evaluations is one that is continually changed to meet the needs of the evaluator or

school, an idea that could be applied by continually asking teachers to comment on and make

changes to a general peer observation form. Instruments, such as the Scale for Coaching

Instructional Effectiveness (Hasbrouck, 1997), survey a broad range of teaching skills. A

summary of S.C.I.E. categories and several other observation forms are included in Appendix B.

Textbooks for school supervisors, handbooks for administrators, and internet resources offer a

rich variety of observation instruments. Dr. Cates (1997, p. 2) believes that “Anybody with

common sense, regardless of educational background, can analyze a teacher in three-fourths of

the areas of significance.” An administrator will not find it difficult to locate forms that can be

appropriately used by peer observers.

Clinical supervision provides an effective framework for improving instruction and

promoting school improvement. Peer observations enhance teacher understanding of new

strategies, increase collegiality, boost teacher attitudes, and sustain school improvement efforts

by making teachers an integral part of the process. Combining the two practices, using peer

observers in a clinical supervision process, may provide the additional benefit of making ongoing

and effective direct assistance possible without consuming all of the Christian school

administrator’s already-stretched time resources. Creative school leadership can adapt these

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practices to meet the needs of their ministry. Administrators who wish to improve the delivery of

instruction in their schools will find peer observers and a clinical supervision cycle to be useful

tools.

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References

Cates, S. (1997). Teacher Evaluations: A Different Approach. Balance, 16 (9), 1-3.

Crutchfield, L., & Borders, D. (1993). Impact of Two Clinical Peer Supervision Models

on Practicing School Counselors. Journal of Counseling and Development, 75, 219-230.

Glickman, C. (1985). Supervision of Instruction: A Developmental Approach. Boston:

Allyn and Bacon.

Hasbrouck, J. (1997). Mediated Peer Coaching for Training Preservice Teachers.

Journal of Special Education, 31, 21 pages. Available: Infonautics Corporation:

HTTP://www.elibrary.com [1999, June 24].

Hyman, R. (1975). School Administrator’s Handbook of Teacher Supervision and

Evaluation Methods. Englewood Cliffs, N.J.: Prentice-Hall, Inc.

Lewis, J. (1973). Appraising Teacher Performance. West Nyak, N.Y.: Parker Publishing

Co., Inc.

McCarty, D., Kaufman, J., & Stafford, J. (1987, April). Supervision and Evaluation:

Two Irreconcilable Processes? The Clearing House, 351-353.

Pierce, D., & Hunsaker, T. (1996). Professional Development for the Teacher, of the

Teacher, and by the Teacher. Education, 117, 101-105.

Weasmer, J., & Woods, A. (1997, November). Teacher Preparation: A Revision

Fostered by Formative Assessment. The Clearing House, 113-116.

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Appendix A

Questionnaire

Teacher Observation Practices in AACS Schools

The seven-question survey that follows was sent to eighty AACS schools in the states of Maryland, Virginia, and

North Carolina. In each state, approximately equal numbers of surveys were mailed to schools with enrollments less

than one hundred, between one hundred and three hundred, and more than three hundred. At each school, the

principal and one teacher were asked to complete and return the survey. Stamped and addressed return envelopes

were provided. Questions on forms for principals and teachers were essentially the same, though worded differently

as appropriate. The questions below are from the form sent to principals. Summary results are recorded by the

right-hand margin. Principal responses are under the column labeled “P” and teacher responses under the column

labeled “T.” All numbers are percentages of respondents who checked the box on that line.

Eighty-one of one hundred sixty surveys were returned (51%).

Surveys returned from: schools with enrollments less than one hundred.................................25%

schools with enrollments of 100-300..................................................59%

schools with enrollments over three hundred......................................67%

Instructions: Please mark the box that most closely reflects your answer to each question in your experience at this

school. Please answer all questions. You may write in qualifying information if you wish to do so.

1 How often each year does a principal or supervisor observe a typical teacher at your school for a period of

twenty minutes or longer? P T

not at all 10 18

one or two times each year 55 41

three or four times each year 24 21

more than four times each year 12 21*

2. Are observations by the principal/supervisor used for employment issues (determining pay or contract

renewal) or for helping teachers to improve instruction? P T

not applicable because teachers are not observed 5 16

exclusively for employment issues 0 0

primarily for employment issues but with some instructional help 2 0

evenly address employment issues and instructional help 10 3

primarily for instructional help but with some employment issue consideration 57 45

exclusively for instructional help 26 37

*Because of rounding, percentages will not always add up to one hundred.

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3. How helpful are observations by the principal/supervisor in the process of improving the instructional skills

of teachers?

P T

not applicable because teachers are not observed 5 16

very helpful 55 39

somewhat helpful 38 39

not very helpful 0 5

not at all helpful 2 0

4. How often each year are teachers observed in some form of a clinical supervision cycle (conference before

the observation, observation, analysis by the observer, and conference after the observation)?

P T

1. not at all 33 46

2. one or two times each year 57 41

3. three of four times each year 7 8

4. more than four times each year 2 5

5. How often each year does a peer (another teacher on the same professional level; not a supervisor or

principal) observe a teacher’s instruction with the purpose of helping him/her improve instruction?

P T

1. not at all 76 82

2. one or two times each year 22 15

3. three of four times each year 0 0

4. more than four times each year 2 3

6. How helpful are observations by a peer in the process of improving another teacher’s instructional skills?

P T

1. not applicable because not observed 71 77

2. very helpful 14 15

3. somewhat helpful 14 8

4. not very helpful 0 0

5. not at all helpful 0 0

7. A clinical supervision cycle involves a conference before an observation, observation, analysis of the

observation, conference after the observation, and critique of the process. Suppose that your teachers could

participate in such a cycle two or three times each year with a peer (fellow teacher). Mark each statement

that you agree with.

P T

1. I do not think the experience would be valuable. 5 10

2. I think the experience could help teachers learn new instructional skills. 79 87

3. I think teachers could help other teachers learn new instructional skills. 81 56

(teacher form: I think I could help another teacher....)

4. I think teachers’ sense of professionalism would be increased. 64 54

5. I think teachers would feel less isolated in their careers. 60 18*

* Percentages on question seven will exceed one hundred because respondents were to mark each statement they

agreed with.

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Appendix B

The Scale for Coaching Instructional Effectiveness

1. Planning and Organization

a. Lesson Planning/Preparation

i. Teacher (T.) selects appropriate objective(s)/purpose for lesson.

ii. T. prepares and organizes materials for all lesson parts.

iii. T. logically organizes lesson content.

iv. T. logically organizes lesson presentation.

b. Quality/Match of Curriculum Materials/Media

i. T. uses good quality materials/media.

ii. T. uses materials/media which match objectives, ages, interests, skill

levels.

iii. T. uses materials necessary or beneficial to learning.

2. Instruction

a. Starting Lesson

i. T. starts lesson promptly and purposefully.

ii. T. gains students’ attention before beginning.

iii. T. helps students understand purpose of lesson.

iv. T. “links” prior knowledge, previously learned skills to current lesson.

b. Communication

i. T. uses accurate and appropriate language in speaking and writing.

ii. T. uses voice at an appropriate volume/tone.

c. Active Learning

i. T. ensures students actively participate in learning tasks.

ii. T. equally distributes opportunities to participate among students.

iii. T. keeps students focused and engaged in activity; on-task.

d. Lesson Pacing/Focus

i. T. uses reasonable pace (not rushed or dragging).

ii. T. maintains focus on objectives/purpose; stays “on track.”

iii. T. spends reasonable and appropriate amount of time on all lesson parts.

e. Giving Directions

i. T. gains students’ attention before giving directions.

ii. T. maintains students’ attention while giving directions.

iii. T. gives directions clearly and completely.

iv. T. checks for understanding before beginning task.

f. Presenting New Information/Skill/Strategy

i. T. models or demonstrates new or unmastered skill/strategy.

ii. T. provides guided practice to help students learn skill/strategy.

iii. T. presents accurate content information.

iv. T. uses appropriate variety of presentation and response modes and

activities.

g. Independent Practice

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i. T. monitors during independent practice.

ii. T. ensures assistance is available and is provided as needed.

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h. Monitoring Learning/Responsive Lesson Adjustment

i. T. check students’ understanding during lesson.

ii. T. corrects or clarifies errors; corrects with patience and encouragement.

iii. T. encourages students to monitor accuracy and quality of their own work.

iv. T. adjusts lesson based on student responses.

i. Lesson Closure

i. T. uses appropriate closure activities.

ii. T. spends reasonable amount of time in closure.

iii. T. involves students in closure activities when appropriate.

3. Classroom Management

a. Rules: Understood; Consistently and Fairly Applied

i. Rules clear and reasonable in content and amount for age and skill levels.

ii. Rules enhance learning environment; set safe, positive tone.

iii. T. uses rules in teaching; reminds students of rules if necessary.

iv. T. enforces rules appropriately, consistently, and fairly.

b. Management Routines/Procedures

i. T. uses proactive techniques to minimize lesson interference.

ii. T. uses procedures to minimize disruptions to learning.

iii. T. ensures short transitions between tasks and lessons.

iv. T. physically arranges classroom to minimize distractions.

c. Positive Reinforcement/Motivation

i. T. is positive, encouraging with students.

ii. T. shows sincere enthusiasm and interest in lesson content.

iii. T. uses mostly social reinforces appropriate to age of students.

d. Off-Task, Negative Behaviors Addressed

i. T. redirects off-task behavior to on-task focus.

ii. T. effectively ignores minor behaviors (paired with praise/appropriate

attention).

iii. T. stops disruptive behavior with minimum interruption of lesson.

iv. T. administers consequences fairly, consistently, and nonemotionally.

Items are rated as follows:

yes + implemented with excellent quality; high skill; occurs all of the lesson; with all

students

yes implemented with fair quality; moderate skill; most of the lesson; with most

students

No not implemented and should have been; or with low quality; small part of lesson;

with few students

N.O. not observed; behavior was not present and was not needed or could not be rated

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S.C.I.E. information from:

Hasbrouck, J. (1997). Mediated Peer Coaching for Training Preservice Teachers.

Journal of Special Education, 31, 21 pages. Available: Infonautics Corporation:

HTTP://www.elibrary.com [1999, June 24].

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Focused Questionnaire

Teacher Observed_______________________________________________________________

Observer______________________________________________________________________

Date__________________________________________Time____________________________

Topic 1: Classroom

How is the classroom made attractive?

Topic 2: Teacher

How does the teacher show professionalism?

How does the teacher show a warm, friendly relationship with students?

Topic 3: Students

What indicates that the students understand classroom procedures and assignments?

Topic 4: Instruction

What indicates adequate preparation and use of materials by the teacher?

How are students motivated to participate?

Topic 5: Spiritual Emphasis

How are Bible truths incorporated with class work?

How are Christ-like character and attitudes encouraged?

Peer Observers 25

General Focused Observation

Teacher Observed_______________________________________________________________

Observer______________________________________________________________________

Date__________________________________________Time____________________________

Briefly comment on each area.

NO = Not Observed

1. Pupils:

a. Attitude

b. Attentiveness

c. Participation

d. Orderliness

e. Seating Arrangement

2. Teacher:

a. Preparation

b. Rapport with students

c. Appearance

d. Speech

e. Voice Quality

3. Lesson:

a. Topic

b. Technique

c. Pupil participation

d. Use of instructional aids

e. Spiritual applications made

4. Room environment:

a. Temperature and ventilation

b. Lighting

c. Cleanliness and orderliness

d. Bulletin boards/displays

e. Student work

f. Biblical lesson or Christian character emphasized.

Peer Observers 26

Open-Ended Narrative

Teacher Observed_______________________________________________________________

Observer______________________________________________________________________

Date__________________________________________Time____________________________

Record each person, event, or material that catches your attention.

Peer Observers 27

Physical-Indicator Instrument

Write an “x” in the correct space after each statement about classroom appearance. All

statements are desirable traits.

Statement

Yes

No Uncertain

1

Floor is clean.

2

Walls are clear of blemishes.

3

Lighting is well adjusted and lights function properly.

4

Student work less than four weeks old is displayed.

5

Bulletin boards are colorful and have been changed within

the last month.

6

At least one room display emphasizes a Bible truth or

Christian character trait.

7

Bookshelf is neat.

8

Storage areas are neat.

9

Student desks are neat.

10

Tables and desks in the classroom are arranged in orderly

groupings or rows.

11

Chalkboards are clean and material written on boards is

current and neatly written.

12

Fire escape route is posted.

13

Coats, hats, and gloves are hung neatly.

14

Teacher’s desk-top is organized.

Peer Observers 28 Student Behaviors

Randomly select 10 students and observe them for one-minute intervals. At the end of each one-minute observation,

check what each student was observed doing. Move down one line and repeat the process. Complete as many cycles

as completely fit into the observation period.

10-minute

interval

Attentive

Inattentive

Watching

Instructor

Working On

Task

Talking

About Task

Not

Watching

Not Working

On Task

Talking Not

Related To

Task

1

2

3

4

5

6

7

8

9

10

Peer Observers 29

Teacher Space Utilization

Make a sketch of the physical classroom or use this sketch, if appropriate. Follow the teacher’s

movements throughout the observation period by marking arrows on the sketch. Label each

arrow with the time on the clock.

Teacher’s

Desk

Teacher

Peer Observers 30

Teacher Verbal Behaviors

Determine a time to start and stop this observation. Each time the teacher’s verbal behavior changes, place an “x” on the next

line under the category that most closely describes the verbal behavior.

Giving

Information

Questioning

Answering

Praising

Giving

Directions Disciplining

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

Peer Observers 31

Visual Diagram of Verbal Interaction

Use this diagram (if appropriate) or diagram the classroom arrangement. Observe for a five-

minute period. Use a separate sheet for each five-minute period. Draw an arrow indicating a full

statement directed to another person. Number the arrows in the sequence of statements.