Classroom observation

Schooling inputs are transformed into learning outcomes in the classroom, which is why understanding and controlling classroom practices is of utmost importance. By analysing classroom dynamics, decision-makers can develop pertinent policy measures that will ultimately favour education quality and student learning outcomes.

* For more information on specific classroom practices, consult Policy page Classroom practices.

Promising policy options

Classroom observation systems

Decision-makers can control and analyse classroom practices through classroom observation systems. Classroom observation systems are methods in which direct observation transforms qualitative data –more specifically certain classroom behaviours– into quantitative data. These observation systems are meant to generate robust, representative data about classroom practices in the school, region and more generally in the entire education system, but are not meant to analyse individual teacher practices (this must be specifically explained to teachers to prevent the risk of rehearsed classes). Data produced by classroom observation systems can be used to generate system-wide policy measures, which aim to strengthen education systems and increase student learning outcomes. Institutionalise and standardise annual observations in a representative sample of schools to track progress in classroom practices. For example, Jamaica has trained all its supervisors in the Stallings classroom observation systems, and since 2012 Peru has scaled up Stallings observations to a national sample of schools (Ortega Goodspeed, 2014).) 

Multiple classroom observation systems exist such as Stallings, CLASS, POCET, TIPPS, MELQO, SSME, Tangerine: Tutor, Simple interactions, and the Thoughtful Classroom Teacher Effectiveness Framework. To date, the Stallings Classroom Snapshot is the most common, simple and cost-effective system (e.g. generalized in countries in Latin America and the Caribbean (The World Bank, 2015a)).

When choosing or developing their own observation system, decision-makers should keep in mind the purpose of the collection of data, in this case, the specific aspects of classroom practice that will be analysed (make sure that those aspects are perceived by teachers as elements for improving student’s learning). Make sure to involve in the process the actors who will use the observation system, define the frequency and time allocated for observation, determine the skill level of the observers, and define how data will be managed and analysed.

A number of strategies exist to mitigate technical issues of the systems (Pouezevara et al., 2016). Some of them are:

• improve the reliability of the system by performing more than a single observation;
• increase the validity of the observations; in some cases, it is beneficial to use external, trained observers who do not know the teachers; and
• improve cost-effectiveness, since high-quality observation systems require the training of observers and representative time spent in collecting and analysing data. This cost needs to be understood in terms of cost-effectiveness. In fact, the data produced will provide high-quality information which will ultimately lead to the improvement of classroom practices and learning outcomes. If the budget is very limited, school system supervisors should be trained to carry out the observations instead of external trained observers, as is the case in many Latin American and the Caribbean countries. If there is enough budget, study the possibility of installing video cameras in the classrooms. A group of expert observers can then use standardized methods for coding and analysing videotaped classroom practices.

Provide actionable feedback, training, and peer collaboration

After having completed the classroom observation, it is recommended to provide data about the observation –and, if possible, comparative data as well– back to schools. Provide actionable feedback to the teachers to help them improve their classroom practices. Change the mindset around feedback, let teachers understand that it is done to help them improve their practice, not to criticize them. As a result, teachers’ stress during observations will reduce. The following methods differ from classroom observation systems as they intend to analyse individual teacher practices (Feldman, 2016):

• Observational coaching: groups of four to eight teachers observe their peers for 20 minutes. An observation framework is used to take notes. After the observation, productive feedback is given to the teacher;
• Peer to Peer: a teacher observes its peer for 20 to 30 minutes using an observation framework and gives actionable feedback afterwards;
• Video feedback: teachers watch other teachers’ videos and then they view and analyse their self-performance. This process should be accompanied by an expert teacher who provides feedback to teachers; and
• School head or supervisor’s observation: they observe teachers, take detailed notes and provide meaningful feedback by going over every note taken and why it matters. Strengths and areas for improvement should be treated.

Complement feedback with on-going, supportive professional coaching, as is done in Brazil, where the Lehmann Foundation and the Ceara state government evaluated in 2014 and 2015 a one-year program that tested whether providing teachers with classroom observation feedback and expert coaching improved classroom practices and raised student learning outcomes. The results showed that teachers who received detailed feedback, coaching sessions and bi-weekly support from expert coaches via Skype, increased instruction time by 10% which represents almost three additional weeks of instruction per year. In addition, they increased the use of question and answer-based pedagogy which boosted students’ engagement in class (The World Bank, 2015a).)

Use a bottom-up approach by identifying the aspects in the classroom in which teachers need support. For example, in Ecuador, training needs are identified at the school level and peers are trained together. In Peru’s teacher mentoring program external coaches provide real-time feedback to teachers based in the observation and understanding of the school’s context and challenges (Bruns and Luque, 2015).)

Develop teacher training courses focused on classroom management techniques to improve instructional time at a national level: train teachers to manage time effectively, to ensure classroom transitions and administrative process as efficiently as possible, to establish classroom routines, and control student behaviour.

Train school heads to promote effective classroom practices. For instance, Brazilian schools in Rio de Janeiro and Minas Gerais train school heads to help teachers improve their classroom practices (Ortega Goodspeed, 2014).)

Realize new forms of teacher training with the aid of videotaped classroom practice by recording classroom practices and showing teachers good and weak examples. Allow teachers to view and analyse their self-performance (Fieldman, 2016; Finley, 2017; Pouezevara et al., 2016; Pruyear, 2015).

Foster peer collaboration and exchange of practice within schools, as this is a cost-effective strategy for improving classroom practices (e.g. in Finland and Japan (Bruns and Luque, 2015)).

Policy options for improving Equity and Inclusion

Gender-responsive policies

Promising policy options

Track classroom practices’ gender-responsiveness through classroom observation systems

Classroom observation systems can be used by educational planners and decision-makers to track the extent to which policies –taken at the national or local level– to create inclusive, gender-responsive education systems, are transforming teachers’ practice within the classrooms (e.g. teaching pedagogies, relationships between the teachers and the students, seating arrangements, language employed by teachers and students, among others.) They can also be used to identify the factors contributing to a low level of participation and learning attainment of specific students in the classroom (Rimer et al., n.d.).

To assess the impact of gender-responsive policy reform in classroom practice and the extent to which classroom practices promote equity, a consensus must be built upon the specific aspects of gender sensitivity in teaching practices which will be included in the classroom observation tools (UNESCO, 2016).

The following tools can be used:

Classroom mapping tools: serve to ‘determine the equitable distribution of space, attention and participation among female and male students’ (Rimer et al., n.d.: 144). (For more specific information on how to conceive and use a mapping tool as well as learn about specific country examples consult Rimer et al., n.d.: 144-148.)

Classroom observation tools to analyse teachers and learners’ interactions: classroom observations tools can be used to track the quality of the interactions between teachers and students, and monitor the extent to which pedagogic approaches implemented by teachers are gender-responsive. Through this instrument, it is possible to analyse:

• the type and frequency of interactions between the teacher and the student;
• the amount of attention provided to girls and boys;
• whether boys participate more than girls, or vice versa;
• which students are not participating and why;
• whether feedback is provided by teachers and what type of feedback it is; and
• the extent to which the language and examples provided by the teacher are gender-responsive (for more information on gender-sensitive, non-violent and non-abusive language consult Policy page Language of instruction).  

(Jung and Chung, 2006; Rimer et al., n.d.; UNESCO Bangkok, 2005).

(For a specific example of such instrument as well as country examples consult Rimer et al., n.d.: 155-158. For a guidance on gender-responsive school observations consult UNESCO Bangkok, 2009: 63).

The data produced by classroom observation systems can be used to generate system-wide policy measures, which aim to strengthen the gender-responsiveness throughout the education system and increase student learning outcomes (Pouezevara et al., 2016).

Provide actionable feedback, training, and peer collaboration

In order to create a gender-responsive education system, the methods described in the general part of this Policy page apply as well (c.f. observational coaching, peer-to-peer collaboration, video feedback, school head or supervisor’s observation). Teachers will benefit from those observations by reflecting –in collaboration with their peers– the extent to which their individual teaching practices are gender-responsive and the ways in which they can enhance them to make them more gender-sensitive and inclusive in general (UNESCO, 2004).

Provide constructive feedback, as well as on-going support, as this is essential in the process (Meijer, 2001; UNESCO, 2017a). Peer-feedback is proven to help teachers improve their teaching skills and facilitate student’s learning (for a specific guide on how to introduce peer feedback, supervision and teacher feedback consult Hollenweger and Krompák, 2017).

Policies for children with disabilities

Promising policy options

Track inclusive practices through classroom observation systems

Classroom observations can help educational planners, school management and teachers to ‘learn more about inclusive and exclusive education practices’ (EENET, 2015: 34). They can help recognize ‘current practices and measure changes in practices over time as a result of interventions such as teacher training, policy developments or other inputs’ (Pouezevara et al., 2016: 50). Therefore, classroom observation tools can be mobilized by educational planners and decision-makers to assess the extent to which policy reforms, meant to create inclusive schools, are transforming teachers’ classroom practice so that it benefits all students. These tools can also help identify factors contributing to low levels of participation and learning attainment of students with disabilities in the classroom (Rimer et al., n.d.).

The data produced by classroom observation systems can be used to generate system-wide policy measures, which aim to strengthen equity throughout the education system and increase students learning outcomes (Pouezevara et al., 2016). (For an example of a classroom observation tool used to track how inclusive classroom practices are, consult Save the Children, 2016: 50). 

Provide actionable feedback, training and peer collaboration

‘Inclusive Teachers are life-long learners; they are interested in improving their practices and are open to feedback. This attitude should be nurtured and supported in schools’ (Hollenweger and Krompák, 2017: 28). School management should make sure to apply and enhance methods such as observational coaching, peer-to-peer collaboration, video feedback, as well as school head or supervisor’s observation, in order to support teachers in their improvement process. This will ultimately lead to creating more inclusive teaching practices and generally an inclusive education system.

Teachers will benefit from observations by reflecting –in collaboration with their peers– the extent to which their individual teaching practices are inclusive and help teachers identify effective teaching strategies and classroom practices to promote equitable participation and address the diverse needs of all learners (IBE-UNESCO, 2016; Ainscow, 2005; UNESCO, 2004). 

Provide constructive feedback, as well as on-going support, as this is essential in the process (Meijer, 2001; UNESCO, 2017a). Peer-feedback is proven to help teachers improve their teaching skills and enable all children to learn (for a specific guide on how to introduce peer feedback, supervision feedback and teacher feedback consult Hollenweger and Krompák, 2017).

Policies for displaced populations and host communities

Contents under review

Policies for minority populations

Contents under review

Policies for OVCs and HIV affected populations

Promising policy options

Link behavioral management with consideration of children’s personal circumstances

Teachers need to be aware of the link between children’s psycho-emotional trauma, home circumstances, and their behavior in school in order to properly address their behavioral issues in the classroom. A child may be late to school because they are caring for a sick family member, or younger siblings in the absence of a capable guardian. Punishing this child would likely not achieve anything, and could discourage them from participating and attending school. Part of this understanding will involve cultivating a caring, compassionate relationship with students as when teachers respond harshly to students, it might make them fearful and unwilling to disclose the personal issues that they are facing.

A number of strategies exist, including training teachers on recognizing signs for when children need help and how to respond to them, collaboration with administration to address children’s specific needs, and adapt disciplinary measures, create assignments giving children the opportunity to discuss personal issues, anonymous suggestion boxes where children can inform teachers or the school of anything they want them to know, and increasing awareness of children’s home circumstances and communication with caregivers, such as through social records, regular meetings between teachers and guardians, home visits, and “Communication books” where guardians can write down notes to teachers and vice versa (UNESCO Nairobi, 2005).

Policies for pastoralists and nomadic populations

All of the policies and strategies previously recommended apply for this category. While at this time there is no specific literature on classroom observation systems for pastoralist/nomadic schools, there is a need for further research in this area, particularly for alternative school models.