Observing Classes

Tips for observing classes as a form of peer review of teaching, their role, and limits, in summative evaluation.

Guidelines for Classroom Observation

Under Review! (Fall '98)

Consider all the elements worth viewing: the instructor, the students, their interaction or dynamic, chalkboards or screens, the classroom environment itself, movement, time. Many profiles of this activity focus attention on specific skills of the instructor. Here is a variant (based on certain values) that takes a more open or "naive" posture.

How does the teacher open class? What tone does this set?
What interaction or relationship does the teacher establish with the students? How does this affect the learning environment or opportunities for learning?
Are students engaged? --at what level and in what ways? Is the engagement sustained?
How has the teacher prepared for this learning occasion? What tools are used, towards what end, and does the teacher apply them effectively?
Note: Tools include humor, visuals, small group work, writing exercises, guided class discussion, quizzes, clear lecture, blackboard listings as a focal point, etc.
How does the teacher know if class is going "as planned"? Are there clues to how the teacher maintains this trajectory, or adjusts course when unexpected events happen?
How does the teacher close class? How does the this affect what students think or learn? What evidence shows that students clearly understand the content and context for what is learned by the end of class?
Overall, what does the class tell you about the teacher's philosophy and educational goals?

Viewed appropriately, classroom observation is active, not merely a form of "watching." To clarify interpretations, and to collect more information, classroom observation might be coupled with interviewing students. Videotaping allows teacher and observer to share observations in later discussion.

Premise & Values

These guidelines are based on certain assumptions and values as follows:

Premise: The classroom is an important encounter between teacher and a body of students where learning occurs or is guided, especially in ways that could not occur elsewise. The reviewer does not need to rate elements as "good" or "bad" to be informative or helpful to the teacher.

Implicit Values:

The teacher should establish a productive relationship with students and/or a supportive learning environment in a classroom setting.
Student engagement reflects both motivation or interest (attitude) and level of active learning--each important measures of opportunities for learning.
Classes should be planned and managed to achieve clear goal(s).
Ability to lecture clearly in a disciplined classroom is only one among many tools for effective teaching. Consider, for example, studios, labs and recitation/problem-solving sessions. Technology, discussion, handouts, etc., are tools only and should not be assessed as ends themselves, rather as means towards an intended outcome (how effectively they are used).
Students should be able to articulate both what they have learned and its significance.

Some ready-made forms are available. For example: Maryellen Weimer, Joan L. Parrett and Mary-Margaret Kerns. 1988. How Am I Teaching?: Forms and Activities for Acquiring Instructional Input. Madison, WI: Magna Publications. -- pp. 45-52.

However, these forms implicitly embody certain values (for example confidence and authority, in the example above) that are often meaningless without context or an understanding of the teacher's goals.

Many advise preparing for a classroom visit in advance, to identify elements to focus on.

Caveat on Summative Evaluation

Classroom observation can be an important form of feedback for teachers developing their own practice. In such cases, the observation should be closely linked to the teacher's development goals.

Classroom observation can also be an important dimension of evidence (among others) to include for teaching evaluations (administratively). However, colleague's ratings vary considerably. Centra (1979) found an average correlation of only 0.26 per item among colleagues. There is also a strong positive bias (Centra 1975). Several guidelines should be followed to ensure that the classroom evidence is valid and robust.

First, individual classes may not be representative. If classes vary in style, a single observation will fail to capture a broad range of teaching skills. Good sampling technique should be followed here as elsewhere. An opening rule of thumb is to combine information from at least three classes. Teachers should invite multiple observations to demonstrate the range of their skills.
Individual evaluators (especially if not skilled at classroom observation) bring perspectives that bias their observations, favoring teachers with styles similar to their own. Two or three observers may be appropriate for observing the same class or similar classes (especially where doubts or controversy may exist).
Individual courses may not be representative--or, again, represent the range of teaching skills (from large lecture courses to graduate seminars). Again, multiple views and balance is important.

Overall, evaluators should be aware of the breadth, depth and limitations of evidence from classroom observation (see esp. Cornell). Reward systems should encourage teachers to observe one another, both formatively and summatively.

Tips for the Beginner

Ask to visit another class "for ideas" as a way to open a dialogue on classroom practice.
Select someone whose judgment you respect. Be sure to acknowledge that respect in inviting them to observe your class and give you feedback.
Invite someone with you as you visit another class.

More Information...

Cornell

Bibliography

Braskamp, L.A. and Ory, J.C. 1994. "Observations and Videotaping." Assessing Faculty Work: Enhancing Individual and Institutional Performance (Chap. 14).

Brookfield, Stephen D. 1995. Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.
---- See pp. 83-87 on "Peer Observation."

Centra, J.A. 1975. "Colleagues as Raters of Classroom Instruction." Journal of Higher Education 46:327-37.

Centra, J.A. 1979. Determining Faculty Effectiveness. San Francisco: Jossey-Bass.

Hutchings, Pat. 1996. Making Teaching Community Property. Washington, D.C.: AAHE.
---- See Chap. 2 ("Reciprocal Visits and Observations: Opening the Classroom Door").

Helling and Kuhlmann. 1988. "The Faculty Visitor Program: Helping Teachers See Themselves." In K.G. Lewis (ed.), Face to Face: A Sourcebook of Individual Consultation Techniques for Faculty/Institutional Developers, Stillwater, OK: New Forums Press.

Lewis, Karron. 1997. "Collecting Information Using Class Observation." In K.T. Brinko and R.J. Menges (eds.), Practically Speaking: A Sourcebook for Instructional Consultants in Higher Education, Stillwater, OK: New Forums Press.