This conceptual paper discusses 'unseen observation' as an alternative model of classroom observation to support teachers' professional learning. The paper starts with a critical synopsis of how observation has been appropriated principally as a performance management tool for monitoring teacher effectiveness in the UK. It argues that the…

Increasing job demands and continuing struggles to improve teacher evaluation practice raise the question of how peers might assist principals with teacher evaluation. Using a robust international sample (TALIS2013) of 36,411 teachers from 2,759 schools in 11 countries, we tested the hypothesis that teacher-led evaluation practices are associated…

Classroom observational protocols, in which raters observe and score the quality of teachers' instructional practices, are often used to evaluate teachers for consequential purposes despite evidence that scores from such protocols are frequently driven by factors, such as rater and temporal effects, that have little to do with teacher quality. In…

In this article, we describe the process of revising our writing program's teaching observation forms and processes over the last several years, drawing from descriptions of best practices in conducting teaching observations in writing programs (Comer; Jackson). We analyze the teaching observation form as it functions in a structurational nexus to…

Teaching observation protocols serve purposes beyond research, such as providing formative feedback for teachers' growth in their practice. Such observation tool usage requires different approaches for validation. For this reason, we developed the formative teaching evaluation framework adapted from the student-assessment literature. We used this…

The Classroom Strategies Assessment System (CSAS) is a multi-rater, multi-method (direct observation and rating scale methodology) assessment of teachers' use of research-based instructional and behavior management strategies. The present study investigated the association between teacher self-report and school administrator ratings using the CSAS…

Teachers grow from sharing their practice and receiving feedback, yet it can be difficult for teachers to welcome others into their classrooms without feeling judged. Observers need to enter teachers' classrooms projecting respect and value for the challenging work of teaching. In this article, we share an approach to visiting classrooms, called…

This case explores Coach Rosa's efforts to gain access to teachers' classrooms to support teaching and learning. As Rosa demonstrates, working to gain access is a complex coaching practice and coaches cannot assume that their classroom access at any school is universal. School leaders, including district administrators, principals, coaches, and…

Background: Many education systems internationally expect schools to participate in continuous instructional improvement programmes. One tool used within these processes is the structured, rubric-based classroom observation, focused on the evaluation of teaching. Such observations are a common feature of formative evaluation systems, teacher…

A concerning attribute of teacher evaluations across countries is the systemic leniency of principals during classroom observations. However, little is known about the motivations behind this phenomenon. The purpose of this study is to explore the motivating factors behind principals' leniency in an authentic teacher evaluation system. In this…

This three-paper dissertation systematically investigates the methodology issues related to using observational systems to observe, analyze, and interpret teachers' reformed teaching practices within the K-12 classroom context. Each paper contributes a distinct perspective to evaluate instructional practices accurately, consistently, and…

Purpose: Many studies have explored school administrator discretion in the implementation of teacher evaluation and observation systems. However, we are unaware of any studies that quantitatively link discretionary administrator behaviors to student outcomes. The purpose of this study was to (a) explore the determinants of observations arising…

Following the pandemic-related school shutdowns in spring 2020, direct observations continued to be a necessary component of special education evaluations even when students were not present at school. As students began learning at home instead of in classrooms, the continued need for observational data likely compelled most educators to use video…

Several observation protocols in different theoretical frameworks and components have been designed and validated by teacher trainers and professional development providers to capture and categorize observational data on the characteristics and level of inquiry in science practices. However, certain constraints limit their wide use, such as the…

Teacher evaluation systems are associated with teacher quality, accountability, performance observations, and support. These systems are typically comprised of multiple measures including at least observations of teaching and student performance data reflecting teacher impact. Many criticisms of these systems have emerged not necessarily from the…