Classroom observations: a better method

This capstone paper explores the author’s frustrations with classroom observations and seeks to find a process where classroom observations could provide a better learning opportunity for observed teachers. The author examines the tensions between formative and summative evaluation processes and the contentious role which administration often plays in observational evaluations. Through the literature review, a “better method” observational process is derived, and the author tests the validity of this “better method” by providing a narrative analysis of three teachers’ experiences with classroom observations. In the end, the experiences of the teachers largely support an argument for utilizing the “better method” observational process