Collaborative Observation: Putting Classroom Instruction at the Center of School Reform

Abstract

Collaborative Observation: Putting Classroom Instruction at the Center of School Reform, by Karen H. Peters and Judith K. March. Thousand Oaks, Ca: Corwin Press, 1997. 144 pp. $18.95 /cloth. Reviewed by Marian White-Hood, Prince George's County (MD) Public Schools. The fundamental purpose of Collaborative Observation: Putting Classroom Instruction at the Center of School Reform is to show how collaborative observation can be used as an influential strategy for school reform. Additionally, it helps readers gain the necessary perspectives with which to debate urgent issues concerning classroom instruction and school reform. As the book unfolds, one senses the passion, and conviction of authors Peters and March in communicating their viewpoint. Indeed, their credentials are reputable, and their book is credible. Peters is assistant director of the Center for Educational Leadership Services and the Ohio Satellite for Effective Schools at Kent State University, while March serves as the director of the Center. Both have had school system experience and have expertise in curriculum design, clinical supervision, strategic planning for school-based decision making, and staff development. The authors commence by making a poignant distinction between successful and unsuccessful reform initiatives. They argue that four notions undergird successful reform: (a) changes in classroom instruction, (b) districtwide commitment, (c) the quality of professional development programming anchored by the initiative, and (d) a collaborative observation process that allows for peer assistance, feedback, and planning. These four points serve as the catalysts for the creation of their COMPASS model, a collaborative process and metaphor for finding oneself as a teacher, setting a direction, following a course by observing significant signs, and noting transformations of the teacher and observer which leads to student achievement. Four powerful steps regulate this model: a pre-observation conference, in-class data collection and analysis, a post-observation conference, and the development of a collaborative action plan. In simple, clearly written prose, Peters and March introduce the COMPASS model. Their work builds upon adult learning theories while supporting the growth of teachers, observers, and students. Each chapter takes readers through a step in the model's program. In chapter two, Collecting Data: Prior to and During Classroom Observation, the authors contrast their method of data collection with others described in the school reform literature. They also present the format for the pre-observation conference and outline the skills needed by both observer and teacher. Several pre-observation conference forms reflecting best practices research and connections to experiential learning theory are provided. The chapter further explains how the observer and teacher, working as partners, should discuss unit objectives, motivation, and the integration of the lesson. Clarifying questions, which extend and refine the teachers' thinking about the lesson, are also provided. Peters and March also present scripting as a major skill to be learned by observers as part of the in-class data collection process. Readers learn how script pages coupled with classroom diagrams become the springboard for further dialogue and for building academic trust between partners. Chapter three is devoted to the post-observation conference. It outlines the data analysis steps and is rich with examples of analysis statements, scenarios, and techniques. The power of the post-observation conference is illuminated as the authors describe its two phases: planning and delivery. If readers desire additional information, research notes on the lesson analysis and post-observation conference are found at the conclusion of the chapter. Chapter four covers the development of the collaborative action plan and is the most critical chapter of the book. …