Diagnostic Classroom Observation

Moving Beyond Best Practice
Nicole Saginor
Diagnostic Classroom Observation
May 2008 | 200 pages | Corwin
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ISBN: 9781452280622
Available from January 0001
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ISBN: 9781412955140
Available from January 0001

Description

"The best educators are the best learners. It's all about teaching, learning, and feedback, and this book brings common sense to common practice."
—Raymond J. McNulty, Senior Vice President
International Center for Leadership in Education

"At last, a diagnostic classroom observation tool that moves beyond generic criteria for examining teaching and learning. This is a must-have resource for teachers, administrators, and professional developers who want to look beyond the veneer of 'best practice' and use evidence-based, content-focused criteria to get to the heart of deep, conceptual teaching and learning."
—Page Keeley, Senior Program Director
Maine Mathematics and Science Alliance

A complete instructional leadership system for improving classroom practice!

Providing effective classroom evaluation is a critical function of authentic instructional leadership. Diagnostic classroom observation (DCO) is a research-based system that helps principals and other supervisors carry out classroom observations and evaluations to support effective teaching practices.

Based on the Vermont Classroom Observation Tool, the DCO model covers the entire supervision process, from preconference analysis to postconference follow-up, and includes protocols for observing math, science, and literacy instruction. Program users can determine classroom quality and student engagement by evaluating four critical aspects of instructional practice: lesson planning, lesson implementation, lesson content, and classroom culture. Additionally, the author supplies readers with:

  • Classroom observation forms to help identify instructor strengths and weaknesses
  • Scoring forms to assist with the final evaluation and review process
  • Real-world vignettes that clearly illustrate key indicators of quality teaching
  • Methods for matching student learning assessments with appropriate instructional strategies
  • Guidance for introducing DCO into any school or school district

Diagnostic Classroom Observation offers principals and teacher leaders a thoroughly tested and validated classroom observation system that improves instructional performance and enhances student learning.

Contents

Preface

  • The Structure of the Observation Tool
  • Acknowledgments

About the Author

  • 1. Defining the "Technology of Good Instruction"
  • Assumptions Underlying DCO
  • Intended Uses
  • Final Thoughts Before Proceeding
  • 2. Ending the "Process Versus Content" Argument
  • The Math/Science Version of Diagnostic Classroom Observation
  • The Implementation Criteria
  • The Content Criteria
  • The Classroom Culture Criteria: Using the Math/Science Version
  • Discussion Questions
  • Concluding Thoughts
  • 3. Learning to Read and Reading to Learn
  • Section 1: Learning to Read
  • Section 2: Reading to Learn
  • Reading and Writing in the Content Areas
  • Section 3: Using the Literacy and Composite Versions
  • Discussion Questions
  • Concluding Thoughts
  • 4. Classroom Culture: Treating Everyone as You Would Be Treated
  • The Classroom Culture Criteria
  • Applying the Classroom Culture Criteria
  • Concluding Thoughts on Equity of Access
  • 5. Assessing Assessment
  • The Bullets: Characteristics of Good Assessment
  • Choosing the Right Assessment for What You Want to Know
  • Creating Valid Constructed Response Items
  • Learning to Assess Assessment
  • Concluding Thoughts
  • 6. Putting It All Together
  • Examples: Why "Pretty Good" Is Not Good Enough
  • Putting It Together for Yourselves
  • Discussion Questions
  • Concluding Thoughts
  • 7. Using Diagnostic Classroom Observation to Improve Instruction in Your School
  • Section 1: Learning to Use DCO
  • Section 2: Adding DCO to Your Supervisory Practice
  • Tools for the Principal
  • Introducing DCO to Your Teachers
  • Concluding Thoughts
  • Appendix A. Questions for the Preconference: Math/Science Version
  • Appendix B. Questions for the Preconference: Literacy Version
  • Appendix C. The Math/Science Version
  • Appendix D. The Literacy Version
  • Appendix E. The "Cross-Walks"
  • Appendix F. The Score Sheets
  • Appendix G. The "Cheat Sheets"

Reference

Reference

Index

Index

Additional materials

Description

"The best educators are the best learners. It's all about teaching, learning, and feedback, and this book brings common sense to common practice."
—Raymond J. McNulty, Senior Vice President
International Center for Leadership in Education

"At last, a diagnostic classroom observation tool that moves beyond generic criteria for examining teaching and learning. This is a must-have resource for teachers, administrators, and professional developers who want to look beyond the veneer of 'best practice' and use evidence-based, content-focused criteria to get to the heart of deep, conceptual teaching and learning."
—Page Keeley, Senior Program Director
Maine Mathematics and Science Alliance

A complete instructional leadership system for improving classroom practice!

Providing effective classroom evaluation is a critical function of authentic instructional leadership. Diagnostic classroom observation (DCO) is a research-based system that helps principals and other supervisors carry out classroom observations and evaluations to support effective teaching practices.

Based on the Vermont Classroom Observation Tool, the DCO model covers the entire supervision process, from preconference analysis to postconference follow-up, and includes protocols for observing math, science, and literacy instruction. Program users can determine classroom quality and student engagement by evaluating four critical aspects of instructional practice: lesson planning, lesson implementation, lesson content, and classroom culture. Additionally, the author supplies readers with:

  • Classroom observation forms to help identify instructor strengths and weaknesses
  • Scoring forms to assist with the final evaluation and review process
  • Real-world vignettes that clearly illustrate key indicators of quality teaching
  • Methods for matching student learning assessments with appropriate instructional strategies
  • Guidance for introducing DCO into any school or school district

Diagnostic Classroom Observation offers principals and teacher leaders a thoroughly tested and validated classroom observation system that improves instructional performance and enhances student learning.

Contents

Preface

  • The Structure of the Observation Tool
  • Acknowledgments

About the Author

  • 1. Defining the "Technology of Good Instruction"
  • Assumptions Underlying DCO
  • Intended Uses
  • Final Thoughts Before Proceeding
  • 2. Ending the "Process Versus Content" Argument
  • The Math/Science Version of Diagnostic Classroom Observation
  • The Implementation Criteria
  • The Content Criteria
  • The Classroom Culture Criteria: Using the Math/Science Version
  • Discussion Questions
  • Concluding Thoughts
  • 3. Learning to Read and Reading to Learn
  • Section 1: Learning to Read
  • Section 2: Reading to Learn
  • Reading and Writing in the Content Areas
  • Section 3: Using the Literacy and Composite Versions
  • Discussion Questions
  • Concluding Thoughts
  • 4. Classroom Culture: Treating Everyone as You Would Be Treated
  • The Classroom Culture Criteria
  • Applying the Classroom Culture Criteria
  • Concluding Thoughts on Equity of Access
  • 5. Assessing Assessment
  • The Bullets: Characteristics of Good Assessment
  • Choosing the Right Assessment for What You Want to Know
  • Creating Valid Constructed Response Items
  • Learning to Assess Assessment
  • Concluding Thoughts
  • 6. Putting It All Together
  • Examples: Why "Pretty Good" Is Not Good Enough
  • Putting It Together for Yourselves
  • Discussion Questions
  • Concluding Thoughts
  • 7. Using Diagnostic Classroom Observation to Improve Instruction in Your School
  • Section 1: Learning to Use DCO
  • Section 2: Adding DCO to Your Supervisory Practice
  • Tools for the Principal
  • Introducing DCO to Your Teachers
  • Concluding Thoughts
  • Appendix A. Questions for the Preconference: Math/Science Version
  • Appendix B. Questions for the Preconference: Literacy Version
  • Appendix C. The Math/Science Version
  • Appendix D. The Literacy Version
  • Appendix E. The "Cross-Walks"
  • Appendix F. The Score Sheets
  • Appendix G. The "Cheat Sheets"

Reference

Reference

Index

Index

Additional materials

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Diagnostic Classroom Observation

Moving Beyond Best Practice

Nicole Saginor
Cancel Print

May 2008 | 200 pages | Corwin

Format Published Date ISBN Price
Paperback 28/04/2023 9781412955140 $39.95
Hardcover 27/02/2023 9781412955133 $86.95
Lifetime 30/09/2024 9781452280622 $36.00

"The best educators are the best learners. It's all about teaching, learning, and feedback, and this book brings common sense to common practice."
—Raymond J. McNulty, Senior Vice President
International Center for Leadership in Education

"At last, a diagnostic classroom observation tool that moves beyond generic criteria for examining teaching and learning. This is a must-have resource for teachers, administrators, and professional developers who want to look beyond the veneer of 'best practice' and use evidence-based, content-focused criteria to get to the heart of deep, conceptual teaching and learning."
—Page Keeley, Senior Program Director
Maine Mathematics and Science Alliance

A complete instructional leadership system for improving classroom practice!

Providing effective classroom evaluation is a critical function of authentic instructional leadership. Diagnostic classroom observation (DCO) is a research-based system that helps principals and other supervisors carry out classroom observations and evaluations to support effective teaching practices.

Based on the Vermont Classroom Observation Tool, the DCO model covers the entire supervision process, from preconference analysis to postconference follow-up, and includes protocols for observing math, science, and literacy instruction. Program users can determine classroom quality and student engagement by evaluating four critical aspects of instructional practice: lesson planning, lesson implementation, lesson content, and classroom culture. Additionally, the author supplies readers with:

  • Classroom observation forms to help identify instructor strengths and weaknesses
  • Scoring forms to assist with the final evaluation and review process
  • Real-world vignettes that clearly illustrate key indicators of quality teaching
  • Methods for matching student learning assessments with appropriate instructional strategies
  • Guidance for introducing DCO into any school or school district

Diagnostic Classroom Observation offers principals and teacher leaders a thoroughly tested and validated classroom observation system that improves instructional performance and enhances student learning.


Table Of Contents:

  • Preface
  • The Structure of the Observation Tool
  • Acknowledgments
  • About the Author
  • 1. Defining the "Technology of Good Instruction"
  • Assumptions Underlying DCO
  • Intended Uses
  • Final Thoughts Before Proceeding
  • 2. Ending the "Process Versus Content" Argument
  • The Math/Science Version of Diagnostic Classroom Observation
  • The Implementation Criteria
  • The Content Criteria
  • The Classroom Culture Criteria: Using the Math/Science Version
  • Discussion Questions
  • Concluding Thoughts
  • 3. Learning to Read and Reading to Learn
  • Section 1: Learning to Read
  • Section 2: Reading to Learn
  • Reading and Writing in the Content Areas
  • Section 3: Using the Literacy and Composite Versions
  • Discussion Questions
  • Concluding Thoughts
  • 4. Classroom Culture: Treating Everyone as You Would Be Treated
  • The Classroom Culture Criteria
  • Applying the Classroom Culture Criteria
  • Concluding Thoughts on Equity of Access
  • 5. Assessing Assessment
  • The Bullets: Characteristics of Good Assessment
  • Choosing the Right Assessment for What You Want to Know
  • Creating Valid Constructed Response Items
  • Learning to Assess Assessment
  • Concluding Thoughts
  • 6. Putting It All Together
  • Examples: Why "Pretty Good" Is Not Good Enough
  • Putting It Together for Yourselves
  • Discussion Questions
  • Concluding Thoughts
  • 7. Using Diagnostic Classroom Observation to Improve Instruction in Your School
  • Section 1: Learning to Use DCO
  • Section 2: Adding DCO to Your Supervisory Practice
  • Tools for the Principal
  • Introducing DCO to Your Teachers
  • Concluding Thoughts
  • Appendix A. Questions for the Preconference: Math/Science Version
  • Appendix B. Questions for the Preconference: Literacy Version
  • Appendix C. The Math/Science Version
  • Appendix D. The Literacy Version
  • Appendix E. The "Cross-Walks"
  • Appendix F. The Score Sheets
  • Appendix G. The "Cheat Sheets"
  • Reference
  • Index

Recent Product Reviews:

“At last, a diagnostic classroom observation tool that moves beyond generic criteria for examining teaching and learning. This is a must-have resource for teachers, administrators, and professional developers who want to look beyond the veneer of ‘best practice’ and use evidence-based, content-focused criteria to get to the heart of deep, conceptual teaching and learning.”
Page Keeley, Senior Program Director, Maine Mathematics and Science Alliance
"Will help supervisors to understand the 'why' of classroom observation, emphasizing how observation should enable us to maximize teacher strengths and ameliorate weaknesses. Provides a needed link between classroom observation and professional development, especially in the establishment and maintenance of professional learning communities."
John C. Hughes, Principal, Middle School 201, Bronx, NY
"A powerful and needed book. This material is cutting edge stuff for principals who don’t know how to work with teachers to improve their teaching."
Kermit Buckner, Professor, East Carolina University
"Excellent, well sourced, and on target to identify quality instruction. A good field book for any administrator."
Robert Brower, Superintendent, North Montgomery CSC, Crawfordsville, IN
"An excellent reference tool for any school that wants teachers to become critical observers of their own classrooms."
Nicolette Dennis, Principal, Highland High School, Albuquerque, NM

Recommendations