Classroom Observation Quality Questioning Is Essay

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It is a quantitative instrument, that has been statistically validated, and probably most appropriate as an instrument to ensure adherence to certain state and/or national standards.

MCC -- Dialogue approach to rating a teacher's performance. Both qualitative and quantitative in nature, does encourage robust dialogue between teacher and observer, and more self-analysis from the instructor. Essentially an evolving template that can be used in multiple grades, classrooms, and subject areas. Rubric is clear, concise, and well-developed. Allows for all types of rating structures, as well as localized adherence to district and/or state standards. Allows for video taping, and is robust in terms of classroom layout and management.

PEP -- Rather short, quantitative instrument, that is designed to primarily assess math and science in the K-8 level. It is appropriate for regular observation, more valuable as an indicator of whether a certain lesson met standard than the overall competence level of the instructor.

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Does emphasize the inquiry method and encourages quality questioning from students.

UT-Austin -- Flexible instrument (qualitative and quantitative elements) as well as the ability for the observer to lend emphasis to particular observed areas that are unique to that particular classroom, and/or lesson. Places importance on diversity and demographics within the classroom.

ADDITIONAL REFERENCES

Reinke, W.M., et.al. (2008). The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior.

School Psychology Review. 37 (3): 315-21.

Saginor, N. (2008). Diagnostic Classroom Observation. Thousand Oaks, CA: Sage.

Wragg, E. (1999). An Introduction to Classroom Observation. New York: Taylor & Francis.

Zukerman, J.T. (2007). Classroom Management in Secondary Schools: A Study of Student Teachers' Successful Strategies. American Secondary Education.

35 (2): 4-11......

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