The author presents a process of developing individual observation designs, with the primary objectives of (l) initiating continual self-reflection upon teaching experiences using individual perceptions of what is important; and (2) establishing an open system of articulation and interaction between observing in classrooms and establishing for one's self a set of criteria with which to examine educational activities. The long range goal in formulating an observational design is described as the establishment of a personal statement of philosophy of education. The process activities in design formulation include: (1) reflection on previous educational experiences and extrapolation of critical variables; (2) viewing of videotapes of classroom situations and eliciting success/failure variables; (3) selection of classroom behaviors of personal significance, and asking how one could observe them in the classroom; (4) acquiring a general knowledge base; and (5) discussing, in small group interaction with peers, objective means for observing intentions, behavior, or values within the classroom. Implications for supervision and curriculum development of such idiosyncratic observational designs and their system of utilization are discussed. (MJB)