I am working on a project to delve into teacher development on classroom interactional competence (CIC). Non-participants observation has been employed to gather required data for track the changes of teacher professional development after receiving mediation from a teacher educator on how to behave truly with students' out put (Shaping learner contribution). I need some help to develop that observation checklist to systematically track the changes in teachers' behaviour!
I wonder if anyone can give me a hand with it!?
For my doctoral degree I refined and used a validated instrument to map quality in interactions between teacher-student to support for learning and academic development. Could this instrument be helpfull for your observations? More information can be found in one of my published articles. See link:
http://www.tandfonline.com/doi/abs/10.1080/0305764X.2013.855171?journalCode=ccje20
Carol Stuessey at Texas A&M has developed the Mathematics & Science Classroom Observation Protocol for use in mathematics and science classrooms. I think she has an article out - the short name is MSCOPS.
Juliana, this has been extremely helpful to me. Entering MSCOP in Google brought up a number of similar endeavors to provide observation instruments for teaching, just what I am looking for. i am very grateful. Please let me know if I can help you in nay wzy.
You are welcome. I assume you found the RTOP (Reformed Teaching Observation Protocol) and the "Inside the Classroom - Classroom Observation Protocol" instruments as well.
I have included some examples of teacher observation protocols that may be useful to you.
We are running a large scale trial in New York, and as a part of it, coded teachers in the classrooms. I won't go into all of the details but here are a few pieces of advice 1) make sure you do some live coding training in the classrooms before starting with your sample; coding in the classroom is very different from coding in a lab. 2) consider videotaping if possible so you are able to recode or double code if necessary and 3) if you are working across grade levels, make sure that your coding system accounts for any age specific changes that may happen (e.g.- Teachers talk to 1st graders very differently than 5th graders). Good luck!
http://headstartredi.la.psu.edu/measures/implementation-quality/teaching-style-rating-scale-tsrs
http://teachstone.com/the-class-system/
Consider using rubrics. See, for instance, Allen,d. Tanner.K.(2006). Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners, CBE—Life Sciences Education, 5:197–203
I have developed a observation checklist that is aligned to the Standards for Mathematical Practice. It is being currently used in the Nevada Math Project. This checklist is based on the process of teaching.
http://nevadamathproject.com/nevada-mathematics-project/resources/
There is a checklist with a 0-4 point scale. It is helpful to track changes in teacher practice.
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