This document discusses guiding principles for classroom observation from Sullivan and Glanz (2000). It outlines 10 principles: 1) observation requires reflective discussion, 2) instruments provide data to help teachers improve, 3) observation involves factual descriptions and interpretations, 4) conclusions should be based on observed behaviors, 5) supervisors and teachers should collaboratively choose instruments, 6) personal biases can impact interpretations, 7) observation is a skill developed over time, 8) not all behaviors can be observed, 9) feedback is essential, and 10) multiple observations are needed to capture different aspects.
3. Guiding Principles About Classroom Observation
(Sullivan and Glanz, 2000)
1. Good supervision depends on reflective thought
and discussion of observed behavior.
2. The use of observation instruments provides
teachers with data on their classroom behaviors
that enhance their understanding and commitment
to instructional improvement.
4. Guiding Principles About Classroom Observation
(Sullivan and Glanz, 2000)
3. Observation involves the factual description of
what has occurred, and its interpretation.
4. Conclusions about behavior should be based on
the description of behavior observed.
5. Guiding Principles About Classroom Observation
(Sullivan and Glanz, 2000)
5. The choice of observation instrument is a
collaborative responsibility of both supervisor and
teacher.
6. Personal bias of the evaluation due to his/her
“personal lenses” as a result of experience,
beliefs, values, and philosophy can lead to
misinterpretation of observed behavior.
6. Guiding Principles About Classroom Observation
(Sullivan and Glanz, 2000)
7. Observation is a skill that is developed through
training and practice.
8. Not all classroom behaviors can be observed.
7. Guiding Principles About Classroom Observation
(Sullivan and Glanz, 2000)
9. Feedback is an essential element for successful
observation.
10. Multiple observations with different fact of
interests are necessary.
