In Florida, classroom observation plays a pivotal role in the practice of teaching. This entails both student observation and student observation. Key school leaders such as the principal and the senior teacher may also wish to observe the class regularly thus the teacher must always be prepared if a leader asks to observe the class. However, the nature and reason of observation varied depending on the observers. The following study looks at the various classroom observation methods used at schools specifically in Florida. Next, the essay explores the kinds of methods that research in the field recommends evaluating the performance of a teacher and strengths and weaknesses of each method.
Classroom Observation Methods Used in Florida Schools
In Florida, an important part of learning and teaching is to collect evidence and information regarding the student learning and teaching process. This section looks at some of the classroom observation methods used at schools specifically in Florida.
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Student assessment is the most widely used approach. It involves continuous assessment tests, examinations and other tests that generate valuable information. Each teacher is required to create a student assessment method, and an observer must assess the students (Bureau of Exceptional Education and Student Services n.p.). However, the observer must be clear about the nature of data expected from the assessment grades or examination results. The method is associated with limited validity because the examinations, marking schemes and markers are never constant. Moreover, at times, the test grades might bear no relationship to the particular qualities being investigated. For instance, since the theme of the topic is to encourage meaningful learning, the test results would only be valuable if they reflect meaningful learning. Therefore, the observer and the teacher must think carefully about the qualities to be examined and whether the observation is an actual test of these qualities.
Interviews are another method used in classroom observation. Though interviews are time-consuming, they offer rich opportunities for the respondents to air their agendas. The interviewer can choose from different formats ranging from tightly structured questions to open discussions. Because interviews offer opportunities for respondents to air their concerns and issues, they are only useful when dealing with open issues (Bell & Harris, 2006). A small percentage of users can offer insightful information to define issues for structured questionnaires.
Tape recording is also another observation method used in schools in Florida. Tape recordings can be used to collect accurate, complete and detailed records of class discussions and arguments. It is easy to use this method since the observer only has to place a recorder in class and switch it on. However, the existence of a tape recorder can influence or inhibit people’s natural behavior (Bureau of Exceptional Education and Student Services n.p.). Moreover, the observer must take into account various ethical concerns when using this method. For instance, he/she should explain to the class the reason for the recording.
Methods Recommended to Evaluate The Performance Of A Teacher
Some scholars have conducted interesting studies in this field. These formative and the summative methods study highlight two major methods of evaluating the performance of teachers. The formative evaluation methods are the most common methods of teacher evaluation in Florida. They are normally used in improving the school’s current educational programs. They involve forming and revising the current programs. It offers constructive feedback, which is valuable since schools are always seeking for ways to strengthen their educational efforts. Summative evaluation is used to offer feedback to schools regarding the quality of a program or subject and marketing the attributes of a teacher. It is used to judge the value or documenting results.
Formative and summative methods are not the only ways of evaluating the performance of teachers. Scholars in this field advocate a multiple-method approach to evaluating the performance of teachers (Bell & Harris, 2006). The formative method should be integrated with the summative method. The use of multiple-method approach is the most researched topic in this field. Countless journals, books, and articles have been written on this subject.
The Strengths and Weaknesses of Each Method
Although teachers do not prefer the formative and the summative teacher evaluation methods, they both have some strengths and weaknesses. They motivate students to pay attention to class and study, particularly when they grow and realize that grades are a primary indicator of success in school and offer valuable insights about teachers.
Since the summative evaluations reflect the performance of the teachers greatly, most teachers are likely to teach to the exam. Therefore, if a state exam is known to favor things such as analogies, teachers will encourage their students to spend more hours in this area while ignoring other areas such as writing and reading (Drew, 2016). In contrast, there is no perfect teacher evaluation method because even bright students are likely to get nervous when they run into unfamiliar questions. Therefore, the approach is not an accurate reflection of class learning.
One strength associated with the formative assessment is that it helps plan for the future in cases where related methods can be altered. It allows weaknesses to be identified early enough and initiate remedial measures. By doing this, the individuals are served with constant feedback, which keeps them on track. This method encourages future planning regarding the teaching method (Bell & Harris, 2006). However, a formative method is not only time consuming but also consumes resources especially when done on a daily, weekly or monthly basis. It requires intensive resources and time because the method relies on regular data collection, analysis, and reporting.
While the formative and summative methods are believed to be more objective, the multiple-method approach helps build objectivity because it collects information from various perspectives while checking each input source (Lavigne & Good, 2013). Often, the use of a multiple-method can lead to great comfort for both the evaluators and teachers, too. Teachers will feel comfortable with the point that their assessments will take into account input from varied sources. On the other hand, evaluators will find comfort in that the burden will be lifted because they will no longer be viewed as the sole reviewers. Therefore, studies highly recommend the use of a multiple-method approach because it gives a much realistic picture of the teacher’s performance by integrating multiple data sources into a single evaluation process.
The Major Threats to Validity
The validity of these methods is the primary concern. Although they may report some degree of observer accuracy, they may fail to specify the reliability about the behavior of the teacher or even the internal consistency. Therefore, the issue of validity needs to be addressed. For instance, construct validity is all about the integrity of the theory. Similarly, criterion validity is missing. Besides, there are also other concerns regarding the precise amount of time required to obtain a valid observation or assessment period (Drew, 2016). This includes the proper number of observations needed to acquire a valid and reliable measure of instruction. Other concerns accrue from the method of data analysis. The issues touch on the appropriate degree of analysis, for instance, students within the class or the student that should be used when analyzing the observation information. Often, classrooms are confined within the schools while students are confined to their classrooms (Bell & Harris, 2006). Studies on teacher effectiveness have always nested data on classroom level analysis. It underestimates the relevance of the processes within the class since it eliminates the within-class variation.
These threats to validity can be dealt with by applying hierarchical linear modeling approach. This approach allows the observer to dismantle these nested impacts and research the hypothesis regarding the impacts of between and within school or class variables of classroom instruction. Such an advanced model will allow the observer to detect and separate group effects from individual effects (Lavigne & Good, 2013). However, this will occur after controlling for various explanatory factors. This model can project how group variables such as a classroom or school characteristics influence how the individual variables such as teacher’s behavior affect student’s grades.
Conclusion
Classroom observation and teacher evaluation play a vital part in the teaching practice. Observing the way the teacher conducts his/her class sessions helps anticipate some of the issues involved in teaching and helps the school to prepare its teaching practice better. The feedback obtained through the observation process is critical to the development of the school and the teacher, as well. The number of observation a school engages in depends on the school’s teaching arrangement. In this manner, it is possible to identify challenges in the school’s teaching practice and solve them before they get out of control.
References
Bell, C. & Harris, D. (2006). Assessment and Evaluation . New York, NY: Taylor & Francis
Bureau of Exceptional Education and Student Services (n.d). Florida’s Student Services Personnel Evaluation Model and Guide . Student Support Services Project, University of South Florida http://www.fldoe.org/core/fileparse.php/7503/urlt/0071808-fsspessm.pdf
Drew P. (2016). Evaluating Teacher Education Programs through Performance-Based Assessments. New York, NY: IGI Global
Lavigne, A. L. & Good T. L. (2013). Teacher and Student Evaluation: Moving Beyond the Failure of School Reform. New York, NY: Routledge
