Observations are:

• a structured way to watch and record behaviours or events in a specific setting (for example classrooms, playgrounds, meetings)
• an opportunity for schools to monitor, assess, and gather evidence about actions, interactions, and time use
• flexible in length – from part of a lesson or meeting to a full session, depending on the purpose of the evaluation
• a tool that can support collaborative professional learning through feedback and reflection, leading to improved practice and student outcomes
• structured, unstructured, or a mix of both, using strategies like:
  • classroom observations
  • peer observations
  • lesson walks
  • lesson studies
  • walkthroughs
  • instructional rounds
  • Quality Teaching Rounds
  • meeting observations.

Observations:

• are a flexible way to collect both qualitative and quantitative data
• can complement other evidence sources (for example teaching programs, classroom data, exit slips from professional learning) to build a picture of the effectiveness of a teaching focus
• capture actions and behaviours in real time, often using audio or video recording to reduce reliance on memory or self-reporting
• can show relationships between people, activities, space, and time.

• A systematic and consistent approach is essential when collecting, organising, and analysing observation data.
• Careful planning is required, including clarity about the agreed purpose and focus, scope, who will be observing, and when the observation will take place.
• Establish in advance the protocols to be followed and the specific criteria for observation. For example, if following a specific model or framework, ensure that all participants have a clear understanding of the practices being observed.
• Observations can be time-consuming to organise, conduct, and analyse.
• Plan to include pre- and post-observation discussions to offer opportunities for reflection and goal setting.
• When planned appropriately, observations can have minimal impact, with observers blending into the setting.
• Observer effects can influence data if not planned for, as teachers and students may alter their behaviour when they know they are being observed.
• Provide opportunities to establish supportive structures and develop trust between the teachers observing and the teachers being observed.