Formal Observation Cycle Sample

For this final assignment, you will complete a formal observation cycle. This will include conducting  a mock pre-conference and post-conference and completing an observation form while watching 1 of the 3 teacher-observation videos on youtube     (Adam Maitland’s Classroom Observation)     (  Science Lesson Study: Investigation-Colloquium Method  )       John Huber- Classroom Observation

(“Adam Maitland’s Classroom Observation – Elementary,” “Science Lesson Study – Investigation-Colloquium Method – Middle School,” and “John Huber – Classroom Observation – High School”).

Pre-Observation Conference

During this conference you will establish the focus of the observation. You will write about how you would conduct this conference, including the questions you would ask and what information you would expect to learn from the teacher to prepare you for the observation. You will also want to know that the teacher is prepared for the observation by making sure they know what to expect.


During the observation, you will watch one of the videos provided and will mark your observation form to collect the data needed to evaluate the instruction provided. This completed form must be submitted as a part of your assignment.

Post-Observation Conference

You will include, prior to beginning the conference, an analysis and an interpretation of the data you collected during the observation. You will then discuss your observation and your analysis of the data with the teacher and write a script of the conversation you will have with the teacher. This will include the questions you will ask, what their responses might be, and then your recommendations.

You will need to discuss the implications of the data by recommending any needed professional development and provide a prescription for instructional improvement. Based on this information, you will establish the focus for the next observation.

This assignment must be written in current APA format. Use a fictitious name for the teacher for privacy purposes.



            The clinical supervision method is a widely accepted method of observing teacher instruction in the classroom.  As mentioned by Glickman, Gordon, and Ross-Gordon (2018), the structure of clinical supervision generally follows the five steps of: preconference, observation, observation analysis, post-conference, and review.  These steps will all be utilized to observe a science lesson on the investigation-colloquium method by a teacher given the pseudonym Kyle Shannon.  The University of Virginia’s guide on How to select the right classroom observation tool stresses the benefit of using already established research-based observations tailored to specific subjects in order to obtain an objective observation with the right area of focus.  The science classroom observation protocol developed by RMC (research making change) Research Corporation in collaboration with LASER (leadership and assistance for science education reform) will be used to observe Kyle Shannon’s lesson on the investigation-colloquium method (Washington, 2010).  This protocol contains a science classroom observation rubric that is used for teacher observations and is added as attachment (1).

Pre-Observation Conference

The main objective of the pre-observation conference is for the administrator to describe the purpose and expectations of the observation.  The two main purposes of the observation are to first and foremost ensure that the students have an effective educational experience and to also help teachers receive objective feedback that can directly improve their instructional practices to enhance their professional development.  The pre-conference is also used to familiarize the teachers with the observation process, the specific traits he or she will be evaluated on, and the observation rubric.  As stated by Glickman, Gordon, and Ross-Gordon (2018, p. 269), “these determinations are made before the actual observation, so that both supervisor and teacher are clear about what will transpire;” stated another way, this conference helps the teacher and administrative evaluator be on the same page before the observation occurs.  These two main objectives, along with the teacher’s familiarity with this specific observational protocol and questions he or she may have, drive the pre-observation conversation.  The following is a likely conversation that would transpire: