Classroom observations: a better method
Term
Fall 12-14-2014
Capstone
Thesis
Degree Name
MAT
Primary Advisor/Dissertation Chair
Walter Enloe
Secondary Advisor/Reader One
Kat Corrigan
Peer-Reviewer/Reader Two
Alexander Egan
Abstract
This capstone paper explores the author’s frustrations with classroom observations and seeks to find a process where classroom observations could provide a better learning opportunity for observed teachers. The author examines the tensions between formative and summative evaluation processes and the contentious role which administration often plays in observational evaluations. Through the literature review, a “better method” observational process is derived, and the author tests the validity of this “better method” by providing a narrative analysis of three teachers’ experiences with classroom observations. In the end, the experiences of the teachers largely support an argument for utilizing the “better method” observational process.
Keywords
Reflective Practice, Staff Development, Teachers/ Teaching, Teacher Evaluation
Recommended Citation
Schuldt, Michael, "Classroom observations: a better method" (2014). School of Education and Leadership Student Capstone Theses and Dissertations. 77.
https://digitalcommons.hamline.edu/hse_all/77