You are here

Diagnostic Classroom Observation
Share

Diagnostic Classroom Observation
Moving Beyond Best Practice



May 2008 | 200 pages | Corwin
"The best educators are the best learners. It's all about teaching, learning, and feedback, and this book brings common sense to common practice."

—Raymond J. McNulty, Senior Vice President

International Center for Leadership in Education

"At last, a diagnostic classroom observation tool that moves beyond generic criteria for examining teaching and learning. This is a must-have resource for teachers, administrators, and professional developers who want to look beyond the veneer of 'best practice' and use evidence-based, content-focused criteria to get to the heart of deep, conceptual teaching and learning."

—Page Keeley, Senior Program Director

Maine Mathematics and Science Alliance

A complete instructional leadership system for improving classroom practice!

Providing effective classroom evaluation is a critical function of authentic instructional leadership. Diagnostic classroom observation (DCO) is a research-based system that helps principals and other supervisors carry out classroom observations and evaluations to support effective teaching practices.

Developed in collaboration with NWREL and the Vermont Institutes, the DCO model covers the entire supervision process, from preconference analysis to postconference follow-up, and includes protocols for observing math, science, and literacy instruction. Program users can determine classroom quality and student engagement by evaluating four critical aspects of instructional practice: lesson planning, lesson implementation, lesson content, and classroom culture. Additionally, the author supplies readers with:

- Classroom observation forms to help identify instructor strengths and weaknesses

- Scoring forms to assist with the final evaluation and review process

- Real-world vignettes that clearly illustrate key indicators of quality teaching

- Methods for matching student learning assessments with appropriate instructional strategies

- Guidance for introducing DCO into any school or school district

Diagnostic Classroom Observation offers principals and teacher leaders a thoroughly tested and validated classroom observation system that improves instructional performance and enhances student learning.

 
Preface
The Structure of the Observation Tool

 
Acknowledgments

 
 
About the Author
 
1. Defining the "Technology of Good Instruction"
Assumptions Underlying DCO

 
Intended Uses

 
Final Thoughts Before Proceeding

 
 
2. Ending the "Process Versus Content" Argument
The Math/Science Version of Diagnostic Classroom Observation

 
The Implementation Criteria

 
The Content Criteria

 
The Classroom Culture Criteria: Using the Math/Science Version

 
Discussion Questions

 
Concluding Thoughts

 
 
3. Learning to Read and Reading to Learn
Section 1: Learning to Read

 
Section 2: Reading to Learn

 
Reading and Writing in the Content Areas

 
Section 3: Using the Literacy and Composite Versions

 
Discussion Questions

 
Concluding Thoughts

 
 
4. Classroom Culture: Treating Everyone as You Would Be Treated
The Classroom Culture Criteria

 
Applying the Classroom Culture Criteria

 
Concluding Thoughts on Equity of Access

 
 
5. Assessing Assessment
The Bullets: Characteristics of Good Assessment

 
Choosing the Right Assessment for What You Want to Know

 
Creating Valid Constructed Response Items

 
Learning to Assess Assessment

 
Concluding Thoughts

 
 
6. Putting It All Together
Examples: Why "Pretty Good" Is Not Good Enough

 
Putting It Together for Yourselves

 
Discussion Questions

 
Concluding Thoughts

 
 
7. Using Diagnostic Classroom Observation to Improve Instruction in Your School
Section 1: Learning to Use DCO

 
Section 2: Adding DCO to Your Supervisory Practice

 
Tools for the Principal

 
Introducing DCO to Your Teachers

 
Concluding Thoughts

 
 
Appendix A. Questions for the Preconference: Math/Science Version
 
Appendix B. Questions for the Preconference: Literacy Version
 
Appendix C. The Math/Science Version
 
Appendix D. The Literacy Version
 
Appendix E. The "Cross-Walks"
 
Appendix F. The Score Sheets
 
Appendix G. The "Cheat Sheets"
 
Reference
 
Index

“The best educators are the best learners. It’s all about teaching, learning, and feedback, and this book brings common sense to common practice.”

Raymond J. McNulty, Senior Vice President
International Center for Leadership in Education

"Will help supervisors to understand the 'why' of classroom observation, emphasizing how observation should enable us to maximize teacher strengths and ameliorate weaknesses. Provides a needed link between classroom observation and professional development, especially in the establishment and maintenance of professional learning communities."

John C. Hughes, Principal
Middle School 201, Bronx, NY

"A powerful and needed book. This material is cutting edge stuff for principals who don’t know how to work with teachers to improve their teaching."

Kermit Buckner, Professor
East Carolina University

"Excellent, well sourced, and on target to identify quality instruction. A good field book for any administrator."

Robert Brower, Superintendent
North Montgomery CSC, Crawfordsville, IN

"An excellent reference tool for any school that wants teachers to become critical observers of their own classrooms."

Nicolette Dennis, Principal
Highland High School, Albuquerque, NM

"Educates administrators about how to become instructional leaders outside the classroom and not just cheerleaders for educators. The content is relevant and pertinent in today’s educational climate and something all principals should consider."

R. Jon Frey, Director of Speech and Debate Activities
Aberdeen Central High School, SD

“At last, a diagnostic classroom observation tool that moves beyond generic criteria for examining teaching and learning. This is a must-have resource for teachers, administrators, and professional developers who want to look beyond the veneer of ‘best practice’ and use evidence-based, content-focused criteria to get to the heart of deep, conceptual teaching and learning.”

Page Keeley, Senior Program Director
Maine Mathematics and Science Alliance

Sample Materials & Chapters

Preface

Chapter 1


Preview this book

Purchasing options

Volume Discounts Available

contact corwin

Please select a format:

ISBN: 9781412955140

Order from:

ISBN: 9781412955133