Marshall, Marzano, and Danielson all provide guidelines for effective observation.

Marshal recommends mini-observations that have 12 key components. Marshall (2013)

presents that mini-observations provide a foundation for rich dialogue that can bring
about the intent of observations, to improve teaching. Marshall states that in order to
observe how a teacher performs on a regular basis, mini-observations should be
unannounced, be frequent (typically ten), and be short (ten to fifteen minutes). In order
to provide productive feedback, it should be face-face, perceptive (thoughtful), in a
humble manner, and done courageously (constructive feedback). The mini-observations
should be systematic (a checklist helps), key points should be documented, the feedback
should be linked to curriculum (specific and broad), linked to end of year observation,
and the staff should have an understanding of what mini-observations are prior to
implementing them.
Danielson (2007) recommends that an observation consist of three parts, the preobservation, the observation, and the post-conference. She states for feedback to be
meaningful and purposeful, the observer needs to watch for specific things (p. 172). The
pre-observation conference covers Domain 1, which is planning and preparation. The
eight questions provide information regarding the depth of the planning process with a
focus on curriculum, understanding of the students, learning outcomes, strategies for
students engagement, differentiation, and assessments. Following the observation is the
post-conference or the reflection conference. This conference provides the teacher to
give more feedback on how the lesson could have been improved, explain more about the
lesson, and share student work.
Marzano (n.d.) states that observation provides a structure for productive feedback.
Marzano recommends iObservation as a means to provide effective feedback to teachers
with the intent for improvement. He states that feedback should be specific and robust.
He states the feedback teachers can get from iObservations provides teachers the
opportunity to examine their own practice.
Reference:
Danielson, C. (2007). Enhancing professional practice: A framework for teaching.
Association for Supervision & Curriculum Development.
Marshall, K. (2013). Rethinking teacher supervision and evaluation (2nd ed.). San
Francisco, CA: Jossey-Bass.
Marzano Art & Science of teaching observation and feedback protocol in iObservation
(n.d.) retrieved from: http://www.iobservation.com/Marzano-Suite/Videos/marzano-artscience-of-teaching-observation-and-feedback-protocol-in-iobser/.