Using informal classroom observations to improve instruction

Abstract

Purpose -The purpose of this study is to describe the variability of principals' classroom observations across schools and to relate classroom observations to the schools' instructional climate. This helps identify the conditions under which classroom observations effectively improve instruction in some schools and not in other schools. Design/methodology/approach -Data for the study are from surveys from principals (n ¼ 319) and teachers (n ¼ 15; 818) matched to administrative data on principals and schools. Data are analyzed using factor analysis, latent class analysis, and regression. Findings -There is no evidence that the frequency, duration, or instructional focus of classroom observations varies across schools with different student demographic characteristics or student performance levels. There is also no evidence that the frequency or duration of conducting classroom observations relates to the instructional climate of the school. However, there is evidence that conducting observations with a focus on instructional improvement relates to the instructional climate of the school after controlling for school and principal characteristics. These findings suggest variability in the implementation of classroom observations. Originality/value -The paper provides useful information to guide the preparation and support of principals in order to use classroom observations most effectively for improving instructional opportunities.

Instructional Leadership and Its Effect on Students’ Academic Performance

“…Two other studies have contrasted the traditional view of instructional leadership which focussed on curriculum instruction with a broader view on instructional leadership focussing directly on organizational management, In the first study, a comparison was made with principals who spend more time doing informal classroom observations with those who spend little or no time doing so. The findings revealed that there was no evidence that the frequency or duration of principals' classroom observations had a significant impact on the instructional climate of the school as well as students' achievements [48]. In the second study, there was an examination of the role of the principal in supporting teachers by creating collaborative work environments.…”

“…In the second study, there was an examination of the role of the principal in supporting teachers by creating collaborative work environments. Hence, Ing [48] revealed that teachers lead by effective organizational managers are more likely to turn to principals and other teachers for resources and advice on how to improve their teaching practices. Consequently, principals who are poor organizational managers are more likely to have teachers who look outside the school for support [49].…”

Indonesian Curriculum 2013: Instructional Management, Obstacles Faced by Teachers in Implementation and the Way Forward

“…The frequency or duration of principals' classroom walkthroughs relates to the instructional climate of the school or student achievement [28]. The Curriculum 2013 is supposedly meant to minimize the school based curriculum drawbacks by: (1) refining it with relevant competency; (2) organizing it with essential learning materials; (3) implementing students' active learning; (4) providing contextual learning paradigm; (5) designing textbooks which contain content and process of learning; and (6) administering authentic assessment to learning process and outcome [57].…”

Instructional Management in Indonesia: a Case Study

“…In the implementation of 2013 curriculum, there are three related dimensions, they cannot be separated, they are planning, teaching learning process, and learning evaluation (Khasanah, 2015). The frequency or duration of principals' classroom walkthroughs relates to the instructional climate of the school or student achievement (Ing, 2008). Instructional management is the heart of activities in the school.…”