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Using Frequent, Unannounced, Focused, And Short Classroom Observations To Support Classroom Instruction, Lawrence T. Cook

Dissertations

This paper examines the need to do more frequent, short (10- to 15-minute), unannounced, and focused classroom observations to support classroom instruction. Currently, the state requires at least one to three classroom observations per teacher; the number of observations is based on tenured and rating status. Classroom observations consist of at least a 15- to 30-minute pre-observation, a 30- to 60-minute observation, and a 30- to 45-minute postobservation. The diagnostic framework of Wagner, Kegan, Lahey, Lemons, Garnier, Helsing, Howell, and Rasmussen’s (2006) systemic change plan was used. The process looked at current (As-Is) and future (To-Be) status of an organization …

A Three Part Dissertation: Evaluating A High School District Extended-Period Mathematics Program Using Frequent, Unannounced, Focused, And Short Classroom Observations To Support Classroom Instruction Utilizing Classroom Observations To Inform Teaching And Learning: A Policy Advocacy Document, Lawrence T. Cook

Dissertations

Dissertation Organization Statement

This document is organized to meet the three-part dissertation requirement of the National Louis University (NLU) Educational Leadership (EDL) Doctoral Program. The National Louis Educational Leadership Ed.D is a professional practice degree program (Shulman, Golde, Bueschel, & Garabedian, 2006). For the dissertation requirement, doctoral candidates are required to plan, research, and implement three major projects, one each year, within their school or district with a focus on professional practice. The three projects are:

• Program Evaluation
• Change Leadership Plan
• Policy Advocacy Document