Schools are risky places: the risk of a poor Ofsted report, the risk of sliding down league tables, the risk of teachers abusing children, the risk of teachers being falsely accused of abuse. As a result of risk anxiety and the ever-increasing sophistication of technology, the surveillance of teachers has proliferated, becoming a future-oriented…

Classroom observation is a crucial aspect of any system of teacher evaluation. No matter how skilled a teacher is in other aspects of teaching--such as careful planning, working well with colleagues, and communicating with parents--if classroom practice is deficient, that individual cannot be considered a good teacher. Classroom observations can…

Research on elementary teaching practices has provided a list of effective teacher behaviors. This list can be used as a menu from which administrators and teachers can select objectives that will serve the teachers as goals for improvement and the administrators as criteria for teacher evaluation. The behaviors listed in this paper have been…

CLOSE COOPERATION IS NEEDED BETWEEN SCHOOLS AND COLLEGES ENGAGED IN PREPARING FOREIGN LANGUAGE TEACHERS IF STUDENT TEACHING IS TO BE AN EFFECTIVE PHASE OF THIS TRAINING. MEANINGFUL SUPERVISION OF THE STUDENT TEACHER REQUIRES LONG-RANGE PLANNING BETWEEN THE SUPERVISING TEACHER IN THE COLLEGE AND THE COOPERATING TEACHER IN THE SCHOOL WHO, AS…

The effectiveness of a system of supervision of classroom teaching, involving the videotaping of instruction and an objective evaluation instrument, was investigated using eight veteran English teachers. The system was designed to correct weaknesses in supervision, based on classroom observation, conferences, and reports on the observations and…

This paper describes attempts to evaluate whether teachers who had participated in a staff development program could apply what they had learned in a controlled, specific situation significantly better than teachers who had not had the training. The program under evaluation provided training in peer supervision and evaluation. Test results…

This paper discusses the supervisory use of one observational system -- Observation Schedule and Record, Form 5V (OScAR 5V). OScAR 5V refers to a series of observation schedules to develop techniques for obtaining an objective, quantitative record of observed classroom behavior that could be scored on dimensions of teacher behavior. Under this…

A classroom observation checklist for evaluating secondary schools reading instruction is presented. (MJL)

This paper provides guidelines for improving the objectivity, quality, and relevance of classroom observations. Suggestions are organized according to the three stages of the observation process--prior, during, and after the observation. Tips for establishing and maintaining a positive climate and for necessary preparations prior to the…

Two questions regarding supervision of student teachers are addressed here: who should supervise, and how can it be done most skillfully? Cooperating teachers might best be trained to supervise. Supervision techniques might include analyzing classroom events and the student teachers' anxieties and needs. A supervision model is developed. (CHK)

Written from the perspective of the classroom teacher as novice supervisor, this paper describes two cycles of clinical supervision involving teaching peers in an elementary public school. A discussion is presented on the quality of the efforts and accuracy of the perceptions of the beginning supervisor. Some constants that may be thought of as…

This observation manual is meant to be used by English as a second language teacher-trainees observing classroom teachers at a college or university and by the teachers being observed. In the introductory material some of the literature on teaching effectiveness and coding procedures is discussed. It is noted that most educators who have been…

An observational system is described that collects precise data on the performance of teachers involved in task analytic instruction with severely handicapped students. Discussed are the observation process, provision of feedback to the teacher, teacher self-monitoring of instruction, and field test data for the observation system. (JDD)

A Clinical Supervision Training Program was designed for department coordinators for mathematics, science, English, and social studies in four high schools. The program lasted throughout the school year, and included three full-day and one half-day workshops as well as four small group meetings. At the first workshop, the program was introduced,…