The observation cycle is designed to promote reflective practice based on the Professional Qualities and Responsibilities (PQR). In the observation cycle, the observer is the facilitator of the teacher's deep and initial analysis of their own teaching.

Click here for exemplar movies of post-observation conferences

POST OBSERVATION CONFERENCE PROTOCOL

CLASSROOM OBSERVATIONS FOR DEVELOPING A CULTURE OF REFLECTIVE PRACTICE

Introduction:

The Henrico County Public School’s Pilot Professional Growth and Evaluation Plan for Teachers is shifting the culture of the classroom observation.  Historically, the classroom observation was the supervisor observing a teacher delivering a lesson.  The supervisor evaluated the quality of teaching and wrote an evaluative report.  

The Henrico County model of classroom observation for reflective practice and, ultimately, professional growth, requires the supervisor to assume the role of facilitator of the teacher’s reflection.  This entails taking the teacher’s focus for the observation and providing relevant, objective data to help the teachers make decisions about their teaching. This is a culture shift.  Supervisors must be prepared to give up the role of the expert judging performance, and teachers must take on the responsibility for deep and critical analysis of their own teaching.  

Of course, this is the ideal implementation of the classroom observation as professional growth.   Occasions may arise when the administrator will need to be more directive in helping teachers improve their practice.  This may happen when an immediate need requires the implementation of a specific instructional methodology or strategy, or if an individual teacher’s skill level is not yet sufficiently developed.  Even in these cases, the supervisor’s ultimate goal is to move to a more facilitative role and encourage reflective practice as the teacher’s skills develop. 

The Process for Classroom Observation

Probationary Teachers:

The classroom observation and post-observation conference is built on the principles of reflective practice. However, Probationary Teachers, especially those new to teaching, may not have the level of experience and skill to capitalize on the professional growth model.  In this case, the observation is part of the evaluation process placing the classroom observation more in the traditional role of evaluating proficiency.  Even in this case, the goal of the supervisor is to build the probationary teacher’s capacity for reflective practice in order to move him/her to the professional growth model for classroom observation.

1. How many observations are required?

Probationary teachers must participate in a minimum of three observation cycles during the year.  Two observation cycles should be between September 15 and December 15. The third observation cycle should occur between December 15 and March 1.  The first and third observation cycles must be a minimum of 30 days apart. 

2. Who should conduct the observations?

The supervising administrator is ultimately responsible for the observations. However, administrators are encouraged to have the probationary teacher participate in the observation series with several different observers.  This allows the teacher and principal to gain insight from observers with different experiences and expertise. Observers may be another school administrator, content specialist, central office administrator, department/grade chairperson, resource teacher, or other recognized teacher leaders.  Anyone asked to participate in an observation cycle with a probationary teacher will have the opportunity to receive division training in how to facilitate the observation cycle.  Communication must occur between the various observers so that the teacher does not receive conflicting messages and the focus of their growth is consistent.  The supervisor should always be aware of the outcomes of each observation cycle in the series.

The Continuing Contract Teachers:

The ideal Continuing Contract Teacher meets or exceeds the spirit of the Professional Qualities and Responsibilities.  The observation process is designed to encourage their deeper exploration of teaching practice around the PQR.  In order to do this, teachers need to be encouraged to incorporate new and innovative teaching strategies and move outside of their “instructional comfort zone.”  Therefore, the observation process for Continuing Contract Teachers in good standing with implementation of the PQR is focused on professional growth beyond PQR competence and is separate from the evaluation process.

1. How many observations are required?

Continuing Contract Teachers will participate in a series of observation cycles as professional growth every other year.  When in a biennial professional growth series, Continuing Contract Teachers should participate in a minimum of two observation cycles during the school year.  The observation cycles may occur anytime between September 1 and May 30.  However, the administrator should work to have the observation cycles close enough together to develop focused and ongoing dialogue with the teacher about instruction.  The two observations should not be viewed as isolated incidents, but should build on each other.

2. Who should observe the Continuing Contract Teacher?

The administrator is ultimately responsible for the observation cycles in the professional growth series.  However, administrators are encouraged to have only one observer work with the Continuing Contract Teacher during the year of the professional growth series. This allows for a relationship of trust to develop allowing the teacher to move outside their typical practice and delve deeper into the PQR. It will also allow for deeper ongoing dialogue about instruction. The observer may include another school administrator, content specialist, central office administrator, department/grade chairperson, resource teacher, or other recognized teacher leaders. Anyone asked to participate in an observation cycle with a continuing contract teacher will have the opportunity to receive division training in how to facilitate the observation cycle. The Continuing Contract Teacher should also be consulted and agree to the decision to ask someone other than their supervisor to participate in the observation cycle for the professional growth series. The supervisor should always be aware of the outcomes of each observation cycle in the series.

3. Can a supervisor put a teacher on a professional growth series if it is not their year?

Yes.  The supervisor may ask any teacher to participate in an observation cycle at any time.

4. What is the procedure for a Continuing Contract Teacher not in good standing with the PQR?

The PQR performance deficiencies of the individual teacher should be noted on a standard evaluation form.  If the deficiencies are specific to skills effecting quality classroom instruction, the observation cycle should become part of the same evaluation process being applied to probationary teachers. The post-observation report will be attached to the evaluation form.  When performance improves and PQR expectations are met, the teacher may return to a professional growth series.