Teacher observation is a powerful tool available to assist educators in providing the best instructional practices for a student or groups of students. Teachers usually keep anecdotal notes to help ensure accuracy of their observation. An anecdotal note is a written account of a person’s perspective of what they have witnessed through a variety of different venues. The notes are then used to create a more valid picture of student abilities, both socially and academically. Educators will have a clearer view of those differences when we take the time to write down our observations.
Teachers might take notes of social interactions, classroom environment, and student personalities. This piece of the observation pie is critical to the success of student outcomes. Some students have interventionist at home, some don’t. Some students may be able to sit for instruction longer than others. Some students may need more movement to accomplish the task placed before them. Some students work better with other students than their neighbor. Some students love science, but dislike all other subjects. These differences should become part of teacher considerations for instructional practices in the classroom.
In addition, teachers might take notes about traits that they witnessed during instruction or when students are independently working. They might take notes about their letter knowledge or decoding skills. Teachers might take notes about comprehension of passage read or ability to use the information read. They might also take notes about their reading fluency, like are they stopping to sound out each word or are they skipping and adding words.
Teacher observations are a vital part of the response to intervention (RTI) or multi-tiered system of supports (MTSS) process. Anecdotal notes assist in writing academic goals for Tiers 1, 2, and 3. Anecdotal notes assist in the decision process of whether a student should be given a diagnostic assessment(s) and what types of these measurements would be most viable for this student. Written notes also assist in progress monitoring as they work towards their goal(s).
Teachers might establish key traits to watch for during the day-to-day practices in the classroom. Student learning level will help establish the traits to look for, like in kindergarten students should know their phoneme and grapheme correspondences. Student learning goals will also assist in the development of the key traits that you may look for during the school day. Observing and making note of which students are able to name each letter and its sounds or not being able to decode words will help to establish which students will need additional instruction or have mastered the skill in this area. Teachers might use this information to establish small group instruction or further assess student capabilities in this area.
Teacher observations usually help to validate different types of assessments that educators use for a variety of reasons. They might use them to measure student growth overtime. Assessments may also be used to measure teachers’ ability to develop and deliver student instruction. They might also be used to find students who may be struggling in literacy acquisition. Assessments may also be used as a diagnostic measurement to dive deeper into student learning abilities. Unfortunately, these assessments are just a picture of student knowledge (on a particular day and time, this student is capable of reading or writing at this level). Students have good and bad days. Their absorption and use of taught skills may adjust during their good and bad days. Usually, students who have ownership of their skills will be able to use them on bad days, but not always. This often creates false-negative data that needs to verified.
Teacher observation is a form of validity to validate assessment outcome. Research supports the use of this tool to validate student progress and best instructional practices. Teacher perceptions of student social behaviors may play a significant role in the preparation and delivery of instructional lessons and in the prediction of later reading achievement (Wanzek, et al., 2013). When teacher observations of student reading abilities are combined with student assessment data the validity of the assessment results increase (Snowing et al., 2011; Speece et al., 2011; Wanzek, et al., 2013).
Teacher’s knowledge and experience usually have a play in the strength of their observations. Educators gain their knowledge:
- through their environment – both past and present
- during environmental interactions
- participating in professional development – personal research, attending conferences, college courses, or teacher collaboration, reading
- while making observations
- through creating and developing purposeful instructional opportunities for students
Each person snaps pictures of moments throughout their daily journey. People use those moments to make quick or more well thought-out decisions. Educators may use the power of their snap shots to increase student academic success.
ZPD is the bud or potential growth that can develop into ripened fruit or ownership of skill (Vygotsky, 1978), when feed the necessary nutrients. These are skills that are in the process of maturing and will need the assistance of an individual of higher 
cognitive processing level to complete. This is a student’s unique, ideal instructional or learning level that is constantly changing, as they work with individuals of higher cognitive processing levels and interact with their natural environment.
