Diagnostic Classroom Observation
Moving Beyond Best Practice
—Raymond J. McNulty, Senior Vice President
International Center for Leadership in Education
"At last, a diagnostic classroom observation tool that moves beyond generic criteria for examining teaching and learning. This is a must-have resource for teachers, administrators, and professional developers who want to look beyond the veneer of 'best practice' and use evidence-based, content-focused criteria to get to the heart of deep, conceptual teaching and learning."
—Page Keeley, Senior Program Director
Maine Mathematics and Science Alliance
A complete instructional leadership system for improving classroom practice!
Providing effective classroom evaluation is a critical function of authentic instructional leadership. Diagnostic classroom observation (DCO) is a research-based system that helps principals and other supervisors carry out classroom observations and evaluations to support effective teaching practices.
Developed in collaboration with NWREL and the Vermont Institutes, the DCO model covers the entire supervision process, from preconference analysis to postconference follow-up, and includes protocols for observing math, science, and literacy instruction. Program users can determine classroom quality and student engagement by evaluating four critical aspects of instructional practice: lesson planning, lesson implementation, lesson content, and classroom culture. Additionally, the author supplies readers with:
- Classroom observation forms to help identify instructor strengths and weaknesses
- Scoring forms to assist with the final evaluation and review process
- Real-world vignettes that clearly illustrate key indicators of quality teaching
- Methods for matching student learning assessments with appropriate instructional strategies
- Guidance for introducing DCO into any school or school district
Diagnostic Classroom Observation offers principals and teacher leaders a thoroughly tested and validated classroom observation system that improves instructional performance and enhances student learning.
“The best educators are the best learners. It’s all about teaching, learning, and feedback, and this book brings common sense to common practice.”
"Will help supervisors to understand the 'why' of classroom observation, emphasizing how observation should enable us to maximize teacher strengths and ameliorate weaknesses. Provides a needed link between classroom observation and professional development, especially in the establishment and maintenance of professional learning communities."
"A powerful and needed book. This material is cutting edge stuff for principals who don’t know how to work with teachers to improve their teaching."
"Excellent, well sourced, and on target to identify quality instruction. A good field book for any administrator."
"An excellent reference tool for any school that wants teachers to become critical observers of their own classrooms."
"Educates administrators about how to become instructional leaders outside the classroom and not just cheerleaders for educators. The content is relevant and pertinent in today’s educational climate and something all principals should consider."
“At last, a diagnostic classroom observation tool that moves beyond generic criteria for examining teaching and learning. This is a must-have resource for teachers, administrators, and professional developers who want to look beyond the veneer of ‘best practice’ and use evidence-based, content-focused criteria to get to the heart of deep, conceptual teaching and learning.”