Patterns of observation

Colleagues,

Today is the second of the four big ideas. On Friday we will put these ideas together.
 
Big idea #2
 
In education we talk a lot about teacher observation. We talk so much about it, that the word doesn’t actually have a clear meaning. Observers can struggle to know exactly what they are looking for, and those being observed become nervous and hesitant.
 
When we name the patterns of observation, we help bring clarity for both the observer and the observed. I’ve written this as it applies to teachers, but I think it also works for other fields, especially any in which the performance or process is critical to the final product.
 
There are four types of observations. Each has a different purpose and focus, gathers different information (data), and calls for a different feedback:

1. Evaluative observations gather comprehensive data in order to determine contract or other high stakes decisions. The data is shared with the teacher, usually in a formal setting. 
2. Formative observations gather data to help a specific person grow in a target area. The data is shared with the teacher and is used to assess progress towards a goal and to inform next steps.
3. Perform-ative observations are for the benefit of the observer. They help leaders grow their knowledge and understanding. People being observed generally receive no feedback, just as athletes and artists would not expect feedback from audience members (beyond applause).
4. Normative observations gather group data to help inform professional growth for a group of teachers. The data is shared publicly, but only as aggregated information and without any reference to specific individuals.

 
If you’d like a copy of these in a more detailed table format, please let me know.
 
Do good and be well,
 
Frederick