School Leadership Home The Vermont Classroom Observation Tool

OBSERVING STANDARDS-BASED CLASSROOMS:
The Vermont Classroom Observation Tool (VCOT)

History and Use of the Vermont Classroom Observation Tool

We began our work on observation and supervision with the SAMPI Observation Tool. SAMPI (Science and Math Program Improvement) is a research organization at Western Michigan University. They developed an instrument to measure the quality of standards-based, investigative science and math instruction based on research done by another NSF funded organization, Horizon, Inc. We have now refined that tool in collaboration with the Education Development Center (EDC) and VITA-Learn, and have integrated technology into the observation protocol appropriate for use K-16. It is now easily applied to any curricular area.

The purpose of the tool is to provide data on which decisions for program improvement can be based. For example, a school may identify and monitor professional development needs in technology integration, science or math instruction, or literacy program implementation.

While use of the tool can also provide information critical to teachers' own assessment of their effectiveness and the effectiveness of the learning environment they create in their classroom, it is not a teacher evaluation instrument. Its use is appropriate for administrators, curriculum and instruction specialists, and teachers in a peer coaching, mentoring, or supervisory setting.

The observation tool focuses on:

• Planning and organization of a lesson
• Implementation of a lesson
• Content of a lesson
• Classroom culture in which the lesson was conducted

Use of the Vermont tool involves the following steps:

It is understood that observing a lesson provides only a snapshot of the classroom, as the observed lesson is usually part of a much bigger unit or series of lessons. It is also understood that all of the elements of standards-based, investigative instruction may not be present in the observed lesson. Use of the materials over time will provide insight and data that can be used to improve instruction, keeping in mind that the focus is on the lesson, not the teacher. Data that has been collected and analyzed may lead to a variety of professional development activities including curriculum development, teacher content or pedagogy enhancement, materials/resource development, activities that focus on issues of equity, and strategies for improving collaboration within the learning community.

The Criteria of the Vermont Classroom Observation Tool

I. Planning/organization of the lesson This section is concerned with the quality of the planning for and organization and structure of the lesson, NOT a written lesson plan.

II. Implementation of the lesson This section focuses on the effectiveness of instruction and learning that occur during the lesson. Observations of both teacher and student activity are noted.

III. Content of the lesson This section notes the accuracy, importance, level of abstraction, connections to other concepts of the content. Training also includes how to recognize conceptual closure, correction of student misconceptions, and the effectiveness of student assessment.

IV. Classroom culture This section assesses the learning environment, the level of student engagement, the nature of the working relationships, and issues of equity.

* Technology presence in the classroom All sections include elements of the extent and variety of opportunities for students to access and use technology as a matter of course in their instructional setting (technology items are highlighted in the text).

The VCOT Criteria vis-à-vis the Danielson domains:

I. Domain 1	Planning/organization of the lesson Planning and Preparation
II. Domain 3	Implementation of the lesson Instruction
III.	Content of the lesson (accuracy, importance, level of abstraction, connections to other content/concepts)
IV. Domain 2	Classroom Culture Classroom Environment
Domain 4	Professional Practice (No corollary in VCOT)
*Integration of Technology into the Instructional Process (No corollary in Danielson)

The VCOT Criteria and The Skillful Teacher

I. Planning/organization of the lesson This section is concerned with the quality of the planning for and organization and structure of the lesson, NOT a written lesson plan. "Skillful" parameters: space time objectives routines

II. Implementation of the lesson This section focuses on the effectiveness of instruction and learning that occur during the lesson. Observations of both teacher and student activity are noted. "Skillful" parameters: attention momentum discipline clarity learning experiences (learning opportunities) principles of learning (active participation, degree of guidance, saying and doing) models of teaching (learning opportunities)

III. Content of the lesson This section notes the accuracy, importance, level of abstraction, connections to other concepts of the content. Training also includes how to recognize conceptual closure, correction of student misconceptions, and the effectiveness of student assessment. "Skillful" parameters: principles of learning (meaning, contiguity,critical attributes,application in setting,active participation, feedback, reinforcement, keeping students open and thinking, end without closure) organization of curriculum evaluation

IV. Classroom culture This section assesses the learning environment, the level of student engagement, the nature of the working relationships, and issues of equity. "Skillful" parameters: expectations discipline personal relationship building dimensionality principles of learning (feeling, goal setting)