Using Frequent, Unannounced, Focused, and Short Classroom Observations to Support Classroom Instruction

Author

Lawrence T. Cook, National Louis UniversityFollow

Degree Date

12-2015

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. Tina Nolan

Second Advisor

Dr. Harrington Gibson

Third Advisor

Dr. Norman Weston

Abstract

This paper examines the need to do more frequent, short (10- to 15-minute), unannounced, and focused classroom observations to support classroom instruction. Currently, the state requires at least one to three classroom observations per teacher; the number of observations is based on tenured and rating status. Classroom observations consist of at least a 15- to 30-minute pre-observation, a 30- to 60-minute observation, and a 30- to 45-minute postobservation. The diagnostic framework of Wagner, Kegan, Lahey, Lemons, Garnier, Helsing, Howell, and Rasmussen’s (2006) systemic change plan was used. The process looked at current (As-Is) and future (To-Be) status of an organization and uses Wagner’s 4Cs—context, culture, conditions, and competencies—to achieve sound and purposeful change.

Recommended Citation

Cook, Lawrence T., "Using Frequent, Unannounced, Focused, and Short Classroom Observations to Support Classroom Instruction" (2015). Dissertations. 155.
https://digitalcommons.nl.edu/diss/155