Classroom Observation
CLASSROOM
OBSERVATIO
N
Classroom Observation
Session Objectives
A. Understand the purpose and process
of classroom observation.
B. Familiarize themselves with the RPMS-
PPST Classroom Observation Tool.
C. Connect observation indicators to
effective teaching and learning
practices.
D. Simulate Classroom Observation.
E. Use observation data for professional
growth.
Classroom Observation
Pre-observation
Conference Pre-observation
Conference
Analysis and
Strategy Post-conference
Analysis
Observation
Post-conference
Analysis
Post-observation Post-observation
Conference
Analysis and
Strategy
Conference
Observation
Classroom Observation
What is
Classroom
Observatio
n?
Classroom Observation
Coaching
Classroom Observation
* A process of watching, listening, and noting teacher and
student behaviors in the classroom.
• Used for development, feedback, and performance
evaluation. Anchored in the Philippine Professional
Standards for Teachers
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Classroom Observation
What is
Instructional
Supervision
Classroom Observation
Coaching
Instructional Supervisio
aims to improve the teaching-learning
process by promoting the growth,
development, and capacity of teacher
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Classroom Observation
pproaches to Instructional Supervisio
Coaching
• is providing help that is appropriate to the
Developmental learning needs of teachers at various levels
of experience, expertise, and competencies.
• an approach that allows teachers to choose
Differentiated the supervisory intervention they have to
undergo.
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• is a process that focuses on the improvement of a
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teacher’s classroom instruction through the observation
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Clinical
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and collection of records of what the teacher and
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students do in the classroom during the teaching-
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learning process.
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Classroom Observation
Instructional
Supervision Cycle
Classroom Observation
1. Pre-observation
Conference
5. Post-conference
2. Observation
Analysis
4. Post-observation 3. Analysis and
Conference Strategy
Classroom Observation
1 Pre-observation Conference
Build rapport Identify the areas
between the Clarify the role of for which the
supervisor and the the supervisor. teacher will be
teacher. observed.
Discuss the assessment
strategy to be used to
Examine and discuss check how well the Alignment of the Lesson
the lesson plan. students learned the Plan against the COIs
lesson. (Teaching-
Learning Processes)
Discuss the
remaining four
steps of the clinical
supervision process.
Classroom Observation
How to conduct Pre-Observation
Conference
The supervisor sits with
the supervisee and
determines …
Purp
ose
the reason for and
purpose of the
observation.
Classroom Observation
How to conduct Pre-Observation
Conference
The supervisor sits with
the supervisee and
determines …
the focus of the
observation
Classroom Observation
How to conduct Pre-Observation
Conference
The supervisor sits with
the supervisee and
determines …
the method or form
to be used.
Classroom Observation
How to conduct Pre-Observation
Conference
The supervisor sits with
the supervisee and
determines …
the time of
observation.
Classroom Observation
How to conduct Pre-Observation
Conference
The supervisor sits with
the supervisee and
determines …
the time of the post
conference.
Classroom Observation
PRE-OBSERVATION QUESTIONS
• How can I be of help to you?
• What specifically do you wish me to look for?
• What specifically do you wish me to know?
• Is there a particular student you would like me to
watch?
• What are your objectives and expectations for the
lesson?
• Is there alignment of the COIs against your plan?
• When would you like me to observe?
• When can we get together after the lesson?
Classroom Observation
Probing Questions
Ask Probing Questions but
remember
• Probe; don’t cross examine
• Probe; don’t coach
• Inquire; don’t challenge
• Uncover; don’t trap
• Draw out; don’t pump
• Guide; don’t dominate
Classroom Observation
2 Observation Guidelines
1. You must remind yourself
that the purpose of your visit is
to observe the teacher’s class
in order to help him/her and
not to evaluate him/her.
Classroom Observation
2 Observation Guidelines
2. You should focus on the over-all
interaction without ignoring or paying too
much attention to a part of the process.
• Focus on the objectives of the observation.
• Follow set observation
guidelines/categories.
• Record classroom event or happening.
Classroom Observation
2 Observation Guidelines
3. You need to remain objective in your
observation.
• Be aware of your personal bias and overcome it.
• Do not put judgmental comments as part of
observation.
• Do not interpret behaviors. Re-organize raw
observational data at a later time.
Classroom Observation
2 Observation Guidelines
4. Prior to entering the classroom, discuss with the
teacher how he/she will introduce you to the students,
where you will sit, and so forth. You must assume an
unobtrusive (non-distracting) role and position when
entering the classroom to gather data.
• Do not talk to the teacher.
• Do not talk to the students.
• Act as if you were not there.
• Try not to affect the flow of events inside the classroom.
Classroom Observation
2 Observation
3 Ways to Record Data
Audio-recording
Video-recording
Scripting
Classroom Observation
3 Analysis and Strategy
The teacher behaviors in your observation notes
may be grouped into four areas:
1. Teacher’s questioning style (How well the
teacher formulated and asked questions during
the class.)
2. Classroom management (How well the
teacher managed student behavior.)
Classroom Observation
3 Analysis and Strategy
The teacher behaviors in your observation notes
may be grouped into four areas:
3. Lesson presentation (How well the lesson was
planned and delivered.)
4. Assessment of student learning (How well the
teacher evaluated the knowledge, skills, and values
acquired by the students from the lesson/s presented.)
Classroom Observation
4 Post-observation Conference
1
S The observer starts the conference by
explaining that this session is being
T video/audio-recorded. However, in
the absence of a video/ audio-
E recorder, the supervisor may take down
notes, called “scripting” as you have
P learned earlier. This is a way to properly
document the exchange so that an
S analysis can be made later on.
Classroom Observation
4 Post-observation Conference
Results from the analysis and strategy step
2
S are then shared with the teacher following
the teaching-learning process below:
T • The teacher identifies his/her areas of
strength, too. He/She had prepared for
E this task earlier through an independent
self-analysis of the observation data
provided by the school head.
P • The observer identifies areas of strength
from the observation data for samples of
S strength patterns.
Classroom Observation
4 Post-observation Conference
S • The school head presents the areas for
improvement and encourages the teacher to
T explain his/her side. The teacher identifies
his/her areas for improvement. This may be done
E by identifying cause-and-effect relationships
between teacher actions and student learning.
P Recall that to make this process easier, the
discussion could be grouped into four areas of
S concern:
Classroom Observation
4 Post-observation Conference
S - Teacher’s questioning style (How well the teacher
formulated and asked questions during the class)
T - Classroom management (How well the teacher
managed student behavior)
E - Lesson delivery (How well the lesson itself was
planned and delivered)
P - Assessment of student learning (How well the
teacher assessed students’ acquisition of
S knowledge)
Clinical Supervision
4 Post-observation Conference
S • Alignment of the Classroom Observation
T Indicators.
• Lastly, the observers identifies areas for
E improvement. He/She may also provide
recommendations at this point.
P
S
Classroom Observation
4 Post-observation Conference
3
S RPMS-PPST Alignment
• Rate each item on the checklist
T according to how well the teacher
performed during the classroom
E observation
• Use the Rubrics in giving the rating
P appropriate their career stage. Be
objective!
S
Classroom Observation
4 Post-observation Conference
3
S The supervisor and the teacher make
a list of possible alternatives or plan of
T action for the next lesson. Preparing a
plan of action has two purposes:
E • It provides specific activities for
the teacher to try based on the
P general recommendations.
• It serves as a pre-conference for the
S next observation.
Classroom Observation
4 Post-observation Conference
4
S
T The supervisor and the
teacher agree on the details
E of the next round of the
P clinical supervision cycle.
S
Classroom Observation
Post Conference Questions with the Teacher-Supervisee
1. How do you think the lesson went?
2. Can you recall what the students were doing that made
you feel this way?
3. What do you remember about what you did or the
strategies you used?
4. How does this compare with what you expected would
happen?
5. What could be some reasons it happened this way?
6. Would you like me to share what I observed?
Classroom Observation
Post Conference Questions with the Teacher-Supervisee
Other Possible Questions:
1.Were lessons’ goal achieved? How was the objective met?
2.Did the teacher alter the planned activities? Why did the change
in the planned learning episode?
3.Did the classroom procedure provide for smooth operation and
efficient use of time?
4.If you can reteach the same lesson again to the same group of
students, what would you do differently? Why?
5.To what extent were students productively engaged?
6.Did the students learn what they are intended to learn? Why?
Why not?
Classroom Observation
Remember:
The supervisor will only give his/her observations and suggestions(based
from the gathered and analyzed data) after the supervisee shared his/her
experiences guided by the questions. It is not the supervisor who does
almost all the talking but the supervisee. He /She does the role of
FACILITATOR OF LEARNING.
Classroom Observation
5 Post-conference Analysis
The main task of the supervisor in the post-conference analysis
is to carefully and systematically reflect on his/her own
performance as supervisor (Smyth, 1986). The supervisor
him/herself becomes an object of the analysis. One input to this is a
comparison of what was planned with what actually happened in the
entire clinical supervision cycle. To make the process more objective,
the supervisor analyzes the video/audio/script to determine who
(either the supervisor, the teacher, or both) selected each topic,
who provided the data, who analyzed the data, and who
provided the alternatives.
Classroom Observation
5 Post-conference Analysis
The school head also analyzes the amount of guidance
given to the teacher and the reflection that took place
during the post-observation conference both on the
teacher’s and the school head’s part.
Classroom Observation
5 Post-conference Analysis
ANALYSIS
GUIDE
Supervisor
Perception
of Own
Behavior
Classroom Observation
5 Post-conference Analysis
ANALYSIS
GUIDE
Supervisor
Perception of
Teacher
Behavior During
Post-
Observation
Conference
Classroom Observation
1. Pre-observation
Conference
5. Post-conference
2. Observation
Analysis
4. Post-observation 3. Analysis and
Conference Strategy
Classroom Observation
Clinical Supervision
Reference
SUPEReXCELS Module 12 Provide Clinical
Supervision, SEAMEO INNOTECH, First Edition
