Battelle For Kids' Briefing On BCSD Classroom Assessments

Informal Classroom Observations
Beaufort County School District Project 14-006

2014, Battelle for Kids. All Rights Reserved.

Description of Project
Informal classroom observation processes (i.e., walkthroughs, learning walks, focus walks)
are selected and implemented based on the outcomes desired by the organization and the
purpose of the process. To increase student achievement, an informal classroom observation
process should provide timely and effective feedback to educators with alignment to the
districts academic improvement goals. In January 2014, BCSD adopted a 5-year strategic plan.
Quality indicator 15 within the section, Teaching and Assessing for Student Learning, states,
School leaders will monitor and support the improvement of instructional practices to ensure
student success. For the district to assure school leaders had the resources, support, and tools
to meet this quality indicator, a comprehensive assessment of the existing practices needed to
be conducted.

The academic leaders of BCSD believe that repeated classroom observations through
formal as well as informal methodologies do two things. First, they provide information regarding
a classroom teachers ability to ensure student learning, and second, they provide leaders and
teachers with information about adult behaviors in a classroom that have the most positive
impact on student achievement (RFP #14-006, p. 16). The RFP also states that the
development and implementation of a common instrument for informal observations that targets
the most meaningful and useful data collection regarding specific teacher behaviors leading to
higher levels of student achievement is in order. As a result of the consistent implementation of
a common instrument for informal observations, targeted professional development can be
planned with greater accuracy, and specific teacher behaviors and strategies used to maximize
instructional efficiency and effectiveness will be identified. The question presented by BCSD
used to guide this project was: What informal observation process captures adult behaviors
proven to increase student achievement?

Methodology
During the spring of 2014, Battelle for Kids examined existing informal classroom
observation practices across BCSD and identified current problems of practice within the
instructional core. Additionally, district initiatives and goals were studied to understand BCSDs
priorities and values.

Milestone/Deliverable Description Timeline
Identify current student learning
problems of practice.
Conduct the Instructional Rounds
process at four sites (strategic
representative sample based on student
performance and type of school).
April 2014
Develop and disseminate
questionnaire to school leaders
and teachers.
Identify the type, purpose, frequency,
and usability of current informal
observation processes.
April/May 2014
Prepared by: Battelle for Kids - Denise Snowden, Ph.D. 2
Presented to: Beaufort County School District 09.03.14
Collect and analyze locally
designed walkthrough tools.
Use document analysis research
process to identify themes in current
observation processes.
June/July 2014
Assimilate district academic
priorities.
Examine BCSD strategic plans, core
initiatives, and existing student data
reports.
June 2014
Write briefing report and
develop recommended
template for informal
observation process.
Outline project description,
methodology, findings,
recommendations, and draft
observation template.
August 2014
Share briefing report and
recommended template.
Share findings and collaborate with
district representatives to fine tune
template.
August 2014
Submit final product. Finalize walkthrough template based on
feedback received from district team.
September
2014

Classroom Observations
A problem of practice is defined by researchers at Harvards Graduate School of Education
as, something that you care about that would make a difference for student learning if you
improved it. (City, Elmore, Fiarman, Tietel, 2009, p. 102) A problem of practice comes from
data, dialogue, and current work and is grounded in shareable evidence. A rich problem of
practice: focuses on the instructional corethe interaction between the teacher and student in
the presence of content (Appendix A); is directly observable; is actionable; connects to a
broader strategy of improvement; and is high-leverage (City, et.al., 2009).

Since informal observation processes that make a difference for student performance are
aligned to educational practices that matter for student learning, examining the current practices
within the instructional core in diverse settings across the district sheds light on trends in the
existing problems of practice or challenges in student learning that educators are facing in
BCSD. A strategic representative sample of schools to be studied in depth was selected by
district leadership with guidance from Battelle for Kids. These four sites were selected based on
their diversity across student age groups, socio-economic status, geographic location, and
performance.

The process of instructional rounds was conducted at each of the four sites. Instructional
rounds is an evidence-based, qualitative approach to informal observations conducted for the
purpose of determining the health of the instructional core at a school. Existing problems of
practice were identified through the process of instructional rounds by members of each
schools observation team. Each schools team consisted of a majority of teachers followed by
school-based administrators and district academic personnel. A representative of Battelle for
Kids designed and facilitated this process at each site. At the conclusion of the four days of
instructional rounds, district and school-level administrators that participated in the process re-
assembled to debrief their experience and examine trends in the problems of practice across
these four schools. In total, 55 people (teachers, school-based administrators, district
administrators) from BCSD participated in the instructional rounds process at four sites, and 92
classrooms were visited.


Questionnaires
Two questionnaires were developed (Appendix B) to collect information about current
informal observation practice. Teachers and school-based administrators were invited to
complete the appropriate online survey. The original deadline for survey completion was
extended due to the timing of the request at the end of the school year. Participants had four
weeks to respond and were strategically prompted on multiple occasions.

Teachers were asked to respond to 11 questions regarding current informal observation
processes from the 20132014 school year. Administrators were asked to respond to 15
questions that were designed to take 57 minutes to complete. Informal observation processes
were defined for both sets of respondents as brief, frequent, non-evaluative classroom visits
conducted throughout the school year. They were also told that the informal observation
processes are not the same as the formal observations used during the TAP or ADEPT
evaluation processes.

Overall, response rate was very good. With online surveys, a response rate of 40% is
average, 50% is good, and 60% or greater is very good. The BCSD administrator response rate
was 72.4% (63/87) and the teacher response rate was 56.9% (859/1510). Subgroup response
rates were monitored to assure that a sufficient number of administrators and teachers from
each school responded. Only four response rates from the 60 subgroups were below 40%
(Appendix C).

Responses to each questionnaire were analyzed in their aggregate form by respondent type
(teacher and administrator). Additionally, the responses to each questionnaire were
disaggregated and analyzed by type of school (elementary, middle, and high) and also by
teacher evaluation system (TAP and non-TAP) to look for any significant areas of similarity and
difference.

Document Analysis
Within the school administrator questionnaire, respondents were asked, Is your informal
classroom observation model locally designed? If administrators were not using a locally
designed model, they were asked to identify the name of the model/tool. At least one
administrator from each of the 30 buildings, except one, responded that they used a locally
designed model. Based on this response, a separate request to submit their locally designed
model/tool was sent to the 29 schools. After one month and several prompts, 24 schools
honored the request and submitted their locally designed tools. Several schools submitted
multiple tools. Document analysis was conducted to examine themes in format and content.

To understand district academic priorities for the purpose of alignment of district
expectations with the recommended informal observation process, several documents were
examined: 20142019 BCSD Strategic Planspecifically the 16 quality indicators for teaching
and assessing for learning (section 3); 20132016 BCSD Collaborative Plan for Special and
Regular Education; 20132016 BCSD Literacy Plan; 2014 BCSD Response to Intervention
Reference Guide; district-level observation tools; and 2013 Annual Report Card data.
Additionally, members of academic leadership were consulted for a clearer understanding of
current district academic priorities.

Findings and Recommendations Practice
Current and Desired Practice
Informal observation practice refers to the structures that guide the process. These
structures include purpose, frequency, duration, identification of observer and observed, and
method for sharing observation data. To determine BCSDs current informal observation
practice, survey responses and documentation of the locally designed informal observation tools
were examined. To determine BCSDs recommended informal observation practice, survey
responses and documentation of district priorities were examined.

Purpose. Teachers and administrators were asked the same question, What is the purpose
of informal observations? Seven statements of purpose were provided along with an option for
not applicable and an open prompt allowing respondents to indicate other purpose.
Respondents were prompted to select all (purpose statements) that apply.
Promote collegial conversations that become part of the schools professional
learning culture.
Increase school-wide reflection on best practices to increase student achievement.
Collect data to assist in decisions regarding continuous school improvement needs.
Identify the professional learning needs of individuals.
Provide opportunities for feedback and individual coaching.
Appraise how professional learning initiatives are being incorporated into classroom
practice.
Document a teachers progress toward professional learning goals.

Administrators generally did not distinguish any specific purposes for informal observations.
Seventy-six percent (76%) of administrator respondents selected all of the purpose statements.
All purpose statements were perceived as relevant and applicable to the majority of
administrators. Teachers found value in all statements as well, but two purpose statements
were selected more often than the rest. Slightly more than sixty-eight percent (68.34%) of
teachers selected, Provide opportunities for feedback and individual coaching, and 59.25%
selected, Increase school-wide reflection on best practices to increase student achievement.
The remaining five statements were selected by 3748% of teachers.

Some teachers indicated in the open-ended response option that the purpose of informal
observations were to audit teachers for compliance. to find out whats wronga gotcha, and
as a punitive device. Some justified their responses by sharing there is little to no feedback,
follow-up, or coaching. Related to purpose, responses to the prompt, What must happen to
make informal observations an effective learning experience? teachers indicated they would
like informal observations that have known expectations, a specific purpose with a clear focus,
and be non-punitive. To that same prompt, administrators responded they would like to see
informal observations used for the purpose of non-evaluative data gathering, and to increase
transparency so they can support professional learning opportunities for their teachers.

Frequency. Teachers responded with little consistency to the question, How frequently are
informal observations (classroom walkthroughs) conducted in your classroom? Nearly four
percent (3.96%) of teachers were not observed and 4.7% were observed once. The most
selected response was once a quarter by 23.86% of teachers. Being observed informally once a
month was the second highest response at 20.61%. The remainder of teachers replied almost
evenly dispersed across the responses once a week, twice a month, and once a semester. At
TAP schools, the frequency of informal observations was notably higher than at non-TAP
schools. Eighty-five percent (85%) of administrators from TAP schools and 55% from non-TAP
schools reported informal observations occurring at least twice a month. This difference is to be
expected with the additional personnel resources and strategic support provided to TAP
schools. Teachers at early childhood, elementary, and middle schools responded with higher
frequency rates for informal observations than high school teachers.

Administrators responded with more consistency to their frequency question, How
frequently does your administrative team conduct informal observations (classroom
walkthroughs) by teacher? Overwhelmingly, administrators responded with high frequency
rates. Nearly forty-eight percent (47.62%) responded with once a week and 20.63% said twice a
month.

Although teacher and administrator perceptions of observation frequency varied greatly, it
was clear that informal observations are an accepted practice across the district. Interestingly,
when teachers were asked, What must happen for informal observations (classroom
walkthroughs) to be an effective professional learning experience for you? many indicated they
desired regular, frequent informal observations. When asked a similar question, What must
happen for informal observations (classroom walkthroughs) to be an effective professional
learning experience at your school? administrators concurred that more regular, frequent
observations were desired.

Duration. The majority of teachers (63.1%) report the duration of informal observations as
greater than 10 minutes (31.32% report 1115 minutes; 31.78% >15 minutes) indicating a
substantial amount of time dedicated to observation. Administrator responses were in alignment
with teachers with 77.78% reporting a duration of informal observations as greater than 10
minutes (49.21% report 1115 minutes; 28.56% >15 minutes). Only 12.72% of teachers and
4.76% of administrators indicated a duration of 5 minutes or less. No distinguishable variation in
duration exists based on type of school (elementary, middle, etc.). At TAP schools, the informal
observation process tends to be longer with 68.92% of teachers and 92.6% of administrators
reporting greater than 10 minutes in duration, compared with 59% of teachers and 66.67% of
administrators in non-TAP schools. To make informal observations an effective learning
experience, many teachers indicated that observations with a duration of more than 10 minutes
were preferred. Responses ranged from, ten minutes is not enough, to walkthroughs should
not be treated as a short formal observation where entire lessons are observed and recorded.
Moderation seems to be the basic message regarding the length of the observation.

Participants. The majority of observations are conducted by principals and assistant
principals as reported by both teachers and administrators. As expected, in TAP schools, there
is a stronger use of mentor teachers, instructional coaches, and master teachers than in non-
TAP schools. Interestingly, there is a slightly stronger use of peers as observers in non-TAP
schools than in TAP schools. At elementary and middle schools, the principal and assistant
principal tend to share the responsibility for conducting informal observations while at the high
school, assistant principals conduct observations more often than principals. This is probably
due to the greater ratio of assistant principals to principals at the high school level.

Only administrators were asked, Who is observed using an informal observation process?
Overwhelmingly, 95.24% of respondents indicated that all teachers were observed. This was
consistent in both TAP and non-TAP schools. Strategic selection (3.17%) and random selection
(4.76%) were minimal responses. A comprehensive sample of teachers to observe at least
annually seems to be common practice in BCSD schools.

Sharing observation data. Both teachers and administrators indicated overwhelmingly that
observation data from informal observations was shared via individual face-to-face conversation
or by handwritten note, form/checklist, or email. One distinguishable response between
respondent groups pertains to the response, no sharing. More than nine percent (9.31%) of
teachers indicated that the sharing of observation data did not occur, while no administrators
selected, no sharing. Clear pathways for providing observation data do not seem to be present
in all situations.

To make informal observations an effective learning experience, teachers strongly indicated
a desire for timely feedback (less than a week) and a preference for face-to-face, two-way,
conversational discussions about the observation coupled with documentation. They also
indicated a desire for focused feedback on 12 practical steps they could take rather than a list
of things they didnt do well. Of all responses to the prompt about making informal observations
an effective learning experience, teachers most strongly communicated a need for quality,
specific, and constructive feedback that includes BOTH strengths and challenges, as well as
resources and suggestions. Many indicated they rarely received positive feedback, and easily
became overwhelmed with the negative feedback especially when strategies and solutions were
not suggested.

Recommended Practice
Based on questionnaire responses to prompts related to desired practice, the following
recommendations are made:
Purpose: To provide opportunities for instructional leaders to provide feedback and
individual coaching AND to increase school-wide reflection on best practices to increase
student achievement.
Frequency: Observe all teachers using an informal observation process at least once a
semester with a preference of once a quarter.
Duration: A moderate length duration of 1015 minutes per observation.
Participants: All teachers need to be observed informally to continue their growth
trajectory. The informal observation process can be conducted by administrators,
mentor/master teachers or instructional coaches. Peer observation can be an extension
of this process, but not supplant this process.
Sharing Observation Data: Within a week or less, both positive feedback and focused,
constructive feedback needs to be provided to teachers with suggestions and resources,
in written form, and the opportunity for a coaching conversation.
Preparation: Administrators indicated they wanted training on giving and using
feedback so they can be best prepared for coaching conversations with teachers.
Findings and Recommendations Content
Current and Desired Content
Informal observation content refers to the specific focus areas that guide the observers
evidence collection. This content includes both verbal (saying) and non-verbal (doing) attributes.
Behaviors, dispositions, thinking processes, and language are all aspects of the content of
observationsthings that can be seen or heard. To determine BCSDs current informal
observation content, classroom observations (instructional rounds), survey responses, and
documentation of the locally designed informal observation tools were examined. To determine
BCSDs recommended informal observation content, classroom observations, survey responses
documentation of district priorities, and research on factors influencing student achievement
were examined.

Problems of practice. The current problems of practice related to the instructional core (the
interaction between the teacher and student in the presence of content) were identified through
the use of instructional rounds. Both affirmations and provocations were identified. The
provocations were distilled further to identify the problems of practice. An informal observation
process needs to be aligned to the core components and areas of concern within the
instructional core that a system cares about or wants to change. In this section, the affirmations,
provocations, and problems of practice that were identified by members of the four school-
based teams during the April 2014 implementation of instructional rounds are shared.

Summary of trends in affirmations across schools.
Teachers create a positive classroom culture through the use of positive affirmations
and encouraging student participation.
Teachers provide specific directions to guide student learning and the use of
classroom procedures.
Teachers attempted to use formative instructional practices (checking for
understanding, providing feedback, questioning).
Students are compliant with teacher requests.
Students are provided a variety of ways to learn or demonstrate understanding.
Tasks tend to be designed for completion by students as a whole group or alone.
Tasks are literacy-oriented in the elementary setting.

Summary of trends in provocations across schools.
Teacher use of questioning strategies demonstrate a strong use of close-ended, low
rigor questions.
Students are rarely asked to generate questionsfew students asked questions,
reflected on their own learning, and/or provided feedback.
Students rarely engaged in partners or small groups with peers.
Tasks were predominantly designed for whole group teaching and independent work;
lack of differentiation and choice.
Tasks were rarely designed to help students make real-world connections.
Tasks were often passive, not leading to active engagement in learning.
Most tasks were designed for low levels of cognitive demand.

Summary of trends in problem of practice across schools.
Teacher-directed learning experiences were the dominant, observed practice.
Student voice was minimally observed and most often heard only when asking
clarifying or procedural questions.
Most students were able to abdicate participation responsibility because they werent
held accountable for the demonstration of their thinking.
Instructional strategies and tasks were not often designed to empower students to
think for themselves at high levels.
Teachers tend to do most of the thinking and the doing. Little use of gradual release
of responsibility is evident.

These identified problems of practice represent current concerns within the instructional
core identified by both BCSD educators and leaders, and supported by evidence. Based on the
aforementioned trends in problems of practice, it is recommended that during informal
observations particular attention be paid to the following areas that are contained in the
instructional core:
Use of teacher and student voice;
Types of questions asked by teachers and students;
Level of student engagement;
Student demonstration of thinking;
Gradual release of responsibility;
Real-world connections with the learning task; and
Degree of cognitive demand of the learning task.

It is also recommended that evidence be collected and documented related to these areas of
focus to enrich the opportunity for feedback through substantive coaching conversations.

Current focus areas of informal observations. Through the analysis of survey responses,
it was apparent that the purpose of informal observations is ambiguous. All purpose statements
were designated as important with only two statements slightly emerging as more dominant.
Since the purpose of these observations is unclear, it is not surprising that when administrators
were asked on the questionnaire, What is the focus of informal observations at your school?
responses were inconsistent. A few focused on literacy, others on key practices, and some on
engagement and differentiation. There were several responses indicating a flexible focus
depending on issues identified through current data such as vocabulary development.

To get a better sense of the focus areas, administrators used to guide their observations,
administrators were asked to identify the tool they used for observations. Document analysis of
these tools was conducted to identify themes in their content. Some administrators referenced
published or district-based tools including Katherine Howards tool, Downey walkthrough,
Pollacks GANAG framework, Danielson framework, Teachscape, and the Marzano Snapshot
template. Many TAP schools indicated they used a locally designed tool aligned to the TAP
rubric. At least one administrator from all schools except one indicated that a locally designed
tool was used for their informal observations. After these tools were collected, they were
analyzed, and the following categories emerged to identify the trends in the focus of their
content:
Learning focus goal, objective, target, focus
Literacy strategies vocabulary, graphic organizers
Student engagement active, on task, working cooperatively
Cognitive demand of academic task Webbs DOK, Blooms
Classroom environment well-managed, safe, student work displayed, respectful
Assessment formative, summative, use of rubrics, variety, checking for
understanding, ongoing, making adjustments
Content delivery teacher knowledge, integration, variety, enthusiasm, real-world
application, questioning strategies, GANAG, clear use of appropriate materials, use
of visuals, artwork, drama
Technology student and teacher use, specific device used
Site-Specific priorities taxonomies, PBIS chart, writing procedures, CAF
strategies, EDM math, TAPPLE (direct instruction)

There are plenty of areas of focus possible for an informal observation process, but to be an
area of focus, it must be clear and concise; it cannot be comprehensive. Most locally designed
tools that were analyzed seemed to be designed to provide a comprehensive perspective which
leads to little action resulting from feedback. Too many options to pursue can stagnate
movement. A notable trend found in the locally designed tools related to informal observation
feedback was the lack of prompts to observers to include positive feedback. This concern was
also shared by teachers in their questionnaire responses.

District priorities. Through the review of documents addressing district instructional
priorities, the following key components of the instructional core were extrapolated:
Literacy strategy integration (content literacy, vocabulary, writing, use of
informational text and research)
Numeracy strategy integration (mathematical thinking, reasoning, problem solving,
measurement, data analysis and probability)
Technology integration and alignment
Collaboratively planned lessons using GANAG framework (goal, access prior
knowledge, new information, apply, generalize/goal review)
Use of formative practices to monitor learning, provide feedback and guide
instructional decision-making (differentiation)
Hess Cognitive Rigor Matrix (integrating Webbs DOK and Blooms updated
taxonomy)

Additionally, the BCSD 20142019 Strategic Plan sheds light on core district priorities related to
teaching and assessing for student learning. These classroom-based quality indicators should
also inform the desired focus areas for informal observations:
3.1.1 equitable and challenging learning experiences
3.2.1 active engagement of students in the learning process; opportunities to apply
higher-order thinking skills
3.5.1 support the academic growth and development of all learners
3.9.1 research-based instructional processes are used and are both rigorous and
relevant
3.13.1 safe school and classroom environment
3.14.1 monitor and adjust curriculum, instruction, and assessment in response to
multiple sources of data

Research-based content. In regard to research-based content of the informal observation
tool, literature on walkthroughs reinforces the importance of the alignment of the observation
focus areas with district and school goals that lead to student achievement. The look-fors in an
informal observation process should be: customized to fit the predominant needs of the
organization, aligned to the purpose of the process, and grounded in research-based practices.

John Hatties (2009) work is based on his meta-analysis of more than 1,000 research
reviews comprising more than 50,000 individual studiesthe largest meta-analysis every
conducted in the field of education. Hattie identified the major factors and practices that
influenced student achievement (Appendix D), from family background to teacher training to
specific instructional practices. He then went a step further and calculated how much of an
effect each factor had on students.

the biggest effects on student learning occur when teachers become learners
of their own teaching, and when students become their own teachers. When
students become their own teachers they exhibit the self-regulatory attributes
that seem most desirable for learners (self-monitoring, self-evaluation, self-
assessment, self-teaching). Thus it is visible teaching and learning by teachers
and students that makes the difference. (Hattie, 2009, p. 22)

A key finding in Hatties (2009) study is that the most powerful single influence enhancing
achievement is feedback. What is needed is quality feedback and where that feedback has the
greatest effect is when teachers receive more and better feedback about their teachingthe
ripple effect is high. To make learning visible, teachers and students both need ongoing, specific
feedback and to collect and document evidence of their learning.

John Hattie provides a personal health check for visible learning based on the
recommended practices that had the greatest effect size on student achievement in his
comprehensive meta-analysis:
1. I am actively engaged in, and passionate about teaching and learning.
2. I provide students with multiple opportunities for learning based on surface and deep
thinking.
3. I know the learning intentions and success criteria of my lessons, and I share these with
students.
4. I am open to learning and actively learn myself.
5. I have a warm and caring classroom climate in which errors are welcome.
6. I seek regular feedback from my students.
7. My students are actively involved in knowing about their learning (that is, they are
assessment-capable).
8. I can identify progression in learning across multiple curricular levels in my student work
and activities.
9. I have a wide range of teaching strategies in my day-to-day teaching repertoire.
10. I use evidence of learning to plan the next learning steps with students. (Hattie, 2012,
p. 193).
When this checklist is compared with the BCSDs current informal observation content trends
identified in the locally designed tools and the current district priorities, it is clear to see that the
BCSD practices are in line with Hatties recommendations for visible learning.

Recommended Content
It is recommended that a simple, evidence-based instrument be used consistently during
BCSDs informal observation processes. This instrument should be aligned to district problems
of practice and district priorities, while also providing flexibility to include school-based priorities
(essential areas of focus). Providing the ability for each schools leadership team to enhance the
observation tool to make it adaptive to their context, while remaining true to the districts focus
areas, will greatly increase buy-in and the likelihood for consistent implementation district-wide.

The vocabulary used to discuss the process of teaching and learning is critical. As the
locally designed observation tools were analyzed, it became clear that efforts need to be made
to adopt a set of instructional vocabulary that unifies the district. Creating and implementing an
informal observation tool district-wide will allow for new understandings of critical vocabulary to
be established. Consistent frameworks to guide unified understanding and aligned vocabulary is
also important. Two areas of disconnect in vocabulary emerged from the analysis of the locally
designed informal observation toolscognitive demand and engagement.

For cognitive demand, some schools referenced Blooms taxonomy while others referenced
Webbs depth of knowledge. It is recommended that for examining cognitive demand, a blended
framework of these two models be adopted to provide a more accurate and consistent
description of thinking processes. Blooms is known by all educators and Webbs DOK adds a
new dynamic. Using Hess framework (Appendix E) would provide an opportunity to bridge
these two frameworks and add clarity.

Many schools use the term engagement, which in itself is a very ambiguous term. In reality,
they might mean a student is on task or compliant. It is recommended that a simplified version
of Schlechtys levels of student engagement (Appendix F) be utilized to allow for a more
accurate description of engagement as highly engaged, compliant (strategically or ritually), or
disengaged (retreating or rebelling). Using this framework allows teachers to monitor student
ownership for their learning and whether students are being empowered as learners.

To provide a clear, simplified framework for informal observations, it is recommended that
the instructional core (teachers, students, and learning task) be used as the core categories for
the informal observation tool in an effort to address issues related to the learning experience. A
fourth dimension is necessary since the instructional core is situated in the classroom
environment, which has the potential to enrich or stagnate the learning process. To promote a
research-oriented approach to informal observations, framing observation focus areas as
questions empowers observers to look for and document answers by recording evidence.

To determine the focus questions within each of the four categories, content
recommendations that emerged from the identification of problems of practice, trends in locally
designed observation tools, district documents, and current research on best practices to
improve student achievement were used. In the following charts, recommended focus questions
supported by look-fors are presented. Five focus questions for each dimension are presented
as district priorities. An additional question in each dimension is designated for site-based
customization based on their sites strategic priorities or problem of practice.

How do teachers demonstrate BCSDs educational priorities?
Focus Question Observer Look-fors
T
e
a
c
h
e
r
s

How does the teacher use clear learning
targets to focus instruction and student
learning?
Introducing learning targets, checking for student
understanding, synthesizing and generalizing learning
based on learning targets
How does the teacher connect learning to
students prior knowledge?
Providing a hook to engage students, referencing past
lessons, resources or experiences, providing
examples
How does the teacher promote the
gradual release of responsibility?
Asking questions that require evidence of thinking,
guiding learning, intentionally using partners and small
groups for practice before independent practice
How does the teacher model higher
order thinking and problem-solving?
Providing wait time, using think-alouds, using higher-
level questioning, providing real-world examples,
asking for evidence of thinking and reasoning
How does the teacher use formative
assessment practices to guide
instructional decision-making?
Providing specific feedback, collecting and
documenting evidence of learning, monitoring student
learning, making adjustments to instruction, using
formative assessments
Site-based question (based on PoP) TBD by faculty at each site

How do students demonstrate BCSDs educational priorities?

S
t
u
d
e
n
t
s

How do students demonstrate higher-
order thinking?
Providing written and oral responses with evidence,
asking higher-order questions, challenging each
others thinking
How do students demonstrate learning
with their teacher and peers?
Working collaboratively with partner or small group,
asking academic questions of teacher or peers,
modeling learning for peers
How do students use academic
vocabulary?
Asking academic questions, using vocabulary from
learning targets, writing and using academic language
How do students demonstrate
engagement in the learning process and
content?
Highly engaged focused, passionate; compliant on
task, following directions; or disengaged off task,
rebelling, retreating.
How do students demonstrate ownership
of learning?
Setting goals, accurately describing learning targets,
documenting progress, using self-assessments,
providing feedback to peers

How is the learning task designed to reflect BCSDs educational priorities?

L
e
a
r
n
i
n
g

T
a
s
k

How is the learning task designed to
promote the demonstration of higher-
order thinking?
Using language from high levels of Blooms/Webbs
framework (Hess) in directions and questions
promote real-world connections?
Asking real-world questions; applying learning to real-
world situations, solving real-world problems, starting
with the real-world and then connecting to content
knowledge, role playing
How is the learning task designed to meet
the needs of diverse learners?
Providing choice to students, using self-assessments,
providing a variety of learning experiences, adapting
tasks for learners
How is the learning task aligned to the
clear learning targets?
Referencing learning targets in the task directions,
cognitive demand of task is aligned to learning target
integrate literacy and/or numeracy
strategies?
Intentionally using vocabulary, graphic organizers,
writing, reasoning, problem-solving, graphing,
manipulatives, models, etc.

How is the learning environment reflective of BCSDs educational priorities?

L
e
a
r
n
i
n
g

E
n
v
i
r
o
n
m
e
n
t

How is the classroom environment
designed to promote a sense of
belonging and safety?
Using a systemic approach to management (PBIS,
etc.), monitoring participation, organizing for learning
and safety, using our and we
How do the members of the classroom
culture demonstrate respect?
Using respectful language, monitoring use of time and
resources, asking related questions, being prepared
for learning, raising hand
designed to promote a culture of
learning?
Displaying student work, using word wall, referencing
displayed resources, resources to extend thinking and
learning are available
How is technology used as a tool to
enhance learning opportunities?
Teacher use of technology, student use of technology,
accessing a variety of technology-based tools
designed to promote high expectations?
Using encouraging words, not letting students
disengage, challenging each other to higher
standards, allowing opportunities for reflection on
learning, setting goals

Since look-fors guide the documentation of evidence, district academic leaders will need to
validate the recommended look-fors to assure clarity of language and alignment to district-wide
expectations.

Informal Observation Recording Template
To streamline the observation process and promote a researcher mindset, only focus
questions will be included on the observation templates (Appendix G). Look-fors will be included
on a reference guide (Appendix H) that can be used to prompt observers until they become
automatic. Additional look-fors may be added to the reference guide by administrators as they
notice trends in behavior among their faculty. It is recommended that BCSD annually tune their
look-fors to assure alignment and clarity. This tuning process will also keep central office
academic leaders abreast of new practices and terminology being used at the various schools.

Another way to streamline the informal observation process is to narrow the focus of
observations to one dimension. For example, an administrative team might decide that the
learning environment is critical during the first month of school, so they only use the learning
environment focus questions to guide their informal observations. Since, task predicts
performance, (City, Elmore, Fiarman & Teitel, 2009) administrators might decide that observing
only the learning task and providing individual feedback to teachers or extrapolating trends
across the school will inform the development of professional learning opportunities to tighten
the design of the learning task. All four dimensions of the recommended informal observation
processes are dependent on the teacher, so no matter the breadth or the focus of the
observations, feedback to teachers will be necessary.

Summary
To answer the question presented by BCSD: What informal observation process captures
adult behaviors proven to increase student achievement?, Battelle for Kids conducted
classroom observations, collected information from teachers and administrators using online
questionnaires, analyzed current observation tools, identified district academic priorities, and
investigated current research on informal observation practice and factors that impact student
achievement. Findings from these processes were assimilated and recommendations presented
in this briefing report. Here is a summary of those recommendations:

Recommended Practice
Purpose: To provide opportunities for instructional leaders to provide feedback and
individual coaching AND to increase school-wide reflection on best practices to increase
student achievement.
Frequency: Observe all teachers using an informal observation process at least once a
semester with a preference of once a quarter.
Duration: A moderate length duration of 1015 minutes per observation.
Participants: All teachers need to be observed informally to continue their growth
trajectory. The informal observation process can be conducted by administrators,
mentor/master teachers, or instructional coaches. Peer observation can be an extension
of this process, but not supplant this process.
Sharing Observation Data: Within a week or less, both positive feedback and focused,
constructive feedback needs to be provided to teachers with suggestions and resources,
in written form, and the opportunity for a coaching conversation.
Preparation: Administrators indicated they wanted training on giving and using
feedback so they can be best prepared for coaching conversations with teachers.

Recommended Content
Use Hess framework for cognitive demand and a modified version of Schlechtys
framework for student engagement.
How do teachers demonstrate BCSDs educational priorities?
o How does the teacher use clear learning targets to focus instruction and student
learning?
o How does the teacher connect learning to students prior knowledge?
o How does the teacher promote the gradual release of responsibility?
o How does the teacher model higher-order thinking and problem-solving?
o How does the teacher use formative assessment practices to guide instructional
decision-making?
o Site-based question

How do students demonstrate BCSDs educational priorities?
o How do students demonstrate higher-order thinking?
o How do students demonstrate learning with their teacher and peers?
o How do students use academic vocabulary?
o How do students demonstrate engagement in the learning process and content?
o How do students demonstrate ownership of learning?

How is the learning task designed to reflect BCSDs educational priorities?
o How is the learning task designed to promote the demonstration of higher-order
thinking?
o How is the learning task designed to promote real-world connections?
o How is the learning task designed to meet the needs of diverse learners?
o How is the learning task aligned to the clear learning targets?
o How is the learning task designed to integrate literacy and/or numeracy
strategies?

How is the learning environment reflective of BCSDs educational priorities?
o How is the classroom environment designed to promote a sense of belonging
and safety?
o How do the members of the classroom culture demonstrate respect?
o How is the classroom environment designed to promote a culture of learning?
o How is technology used as a tool to enhance learning opportunities?
o How is the classroom environment designed to promote high expectations?

Research-based Priorities
Kachur, Stout, and Edwards (2013, 2010) have written and researched extensively about
classroom walkthroughs. Although classroom walkthroughs are considered just, one important
tool among many used to achieve school improvement, (Kachur, Stout, & Edwards, 2010, p.
15), they are tightly connected to leadership responsibilities significantly correlated with student
achievement (Marzano, Waters, & McNulty, 2005). Informal observations of classrooms provide
observers with access to the instructional core where learning happens. Leaders are ultimately
responsible for the student learning that occurs in their school and informal observations are a
tool by which leaders can monitor the learning process and the experience of students. In an
effort to establish the level of buy-in and commitment for informal observation processes,
teachers and administrators were asked to reflect on the benefit of informal observations to
teachers professional practice. They were also asked to project the degree to which they
believe informal observations can be an effective professional learning experience for teachers.

Perceived benefit. More than fifty-four percent (54.25%) of teachers believe that their
practice has benefitted from current informal observations and only 15.95% disagree. The
remaining 25.96% are unsure of the benefit to their practice. Administrators perceive the current
benefit to teacher practice to be much stronger with 87.26% in agreement and only 4.76% in
disagreement. This variation in perception is to be expected, especially with the inconsistency in
implementation of informal observation processes. BCSD has an opportunity to shift the
perspectives of the 25.96% of teachers who are unsure of the benefit.

Projected benefit. Overwhelmingly, teachers and administrators believe informal
observations can be an effective learning experience for teachers. Slightly more than seventy
percent (72.06%) of teacher respondents agree that it can be an effective learning experience
(18.98% are unsure, 7.33% do not agree). More than ninety-five percent (95.24%) of
administrator respondents think that informal observations can be an effective professional
learning experience (4.76% strongly disagree; no neutral or disagree responses). The value
proposition associated with informal observations is clear and should make the outcome of this
project more favorable with the rollout of a collaboratively built tool with a consistent approach to
implementation.

Questions for Consideration
What will you name/brand the BCSD walkthrough model?
How will observers be trained?
How will observers communicate clear and consistent guidelines to the school
community?
How will BCSD build buy-in for this new process? Perhaps implement on a voluntary
basis allowing advocates for this process to be developed.
How will the implementation of this process be evaluated to determine if modifications
need to be made?

References
City, E.A., Elmore, R.F., Fiarman, S.E., and Teitel, L. (2009). Instructional Rounds in Education:
A Network Approach to Teaching and Learning. Cambridge, MA: Harvard Education Press.
Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York:
Routledge.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. New York: Routledge.
Kachur, D.S., Stout, J.A. and Edwards, C.L. (2010). Classroom Walkthroughs to Improve
Teaching and Learning. Larchmont, NY: Eye on Education.
Kachur, D.S., Stout, J.A. and Edwards, C.L. (2013). Engaging Teachers in Classroom
Walkthroughs. Alexandria, VA: ASCD.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School Leadership That Works: From
Research to Results. Alexandria, VA: ASCD.

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Informal Classroom Observations

Beaufort County School District Project 14-006

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