After gathering contextual and planning information, observers collect data in the classroom. Each TPR observation consists of three cycles of data collection. A cycle consists of one four-minute period of observing interactive teaching, followed by one four-minute period of reflection on the teaching just observed, followed by a two minute period of observing pupil behavior. One cycle is conducted at the beginning of a lesson, one in the middle of the lesson, and one near the end.
Unsatisfied with his work as an engineer, Ron found his place in the high school science classroom. His big personality has made him a student favorite at West Ridge, but he knows that chalk crushing and humorous anecdotes are not enough to ensure that his students will succeed academically. Monthly classroom observations, conducted by peers and school administrators, help Ron to better understand his own classroom practice.
Click the video clips and screenshots below to view segments of Ron's lesson and the corresponding sections of the TPR.
Case Contents
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TPR Overview |
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Considering Context |
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Planning Instruction |
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Collecting Data (Cycles 1, 2, & 3) |
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Communicating Results |
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Providing Professional Development |
TPR Overview
The Teaching Performance Record (TPR), a low-inference classroom observation instrument, is used to gather, analyze, and report data on teacher behaviors. The TPR provides opportunities for an observer to record data on four organizing concepts: classroom context, instructional planning, classroom teaching, and pupil involvement/behavior.In order to better understand how the TPR works, this demonstration will follow Ron Douglas, a science teacher a West Ridge High School, through the full observational process. Using a downloaded copy of the paper instrument, demonstration users can follow along and practice collecting TPR data. Screenshots posted in each section serve as guides to each phase of the completed observation cycle.
Considering Context
Because teachers work in a multitude of contexts, under very different circumstances, the TPR records information related to the environment in which teachers work. Observers gather basic information such as class size, grade level, and subject area. The overall level of context demand, plus the challenge of the lesson, is also reported. West Ridge High School, a large, urban school in the Northeast, works hard to meet the needs of their academically diverse population. Hundreds of West Ridge students struggle each year to find their place and earn enough credits for graduation. West Ridge leaders decided to place students with a history of academic failure in small learning environments in order to provide them with additional access to material and success. Ron's third-period science class serves one of these learning communities. Although Ron continuously tries new ways to reach his 22 students, many of whom are reluctant learners, he finds that lectures are the most efficient way to help his students become familiar with the content.
Planning Instruction
To understand teachers' behaviors in the classroom, it is important to consider the planning that has been done beforehand. TPR observers gather information on the teacher's planning for instruction through a pre-observation conference and written lesson plan. Information regarding what the teacher is going to teach, how it is going to be taught, and how the lesson is going to be evaluated is collected. Even with six years of teaching experience, Ron still finds it useful to map out his lessons using the county lesson plan template. He knows that time is a precious commodity in schools and that he must use the limited amount allocated for science instruction wisely. Intentional planning helps Ron to develop clear and coherent objectives, align learning goals with instruction and assessment, as well as incorporate a variety of teaching strategies that will best meet the needs of the students in his third-period class.
Collecting Data
Communicating Results
The final task is to communicate with the teacher about the contextual, planning, and classroom observation data that has been gathered. Once the information has been uploaded to the TPR web site, a feedback report is automatically generated. This report provides information on the observed teacher and student behaviors, as well as allowing for the analysis of the collected data through various empirical and theoretical conceptions of effective practice. Finally, the report provides a space where the observer can add narrative commentary on the observed lesson. Ron appreciates the immediacy of the feedback he receives after a TPR observation; his online feedback reports are always waiting for him in his email inbox by the end of the school day. The bubble plot and histogram provide easy-to-understand visuals, pointing out areas of strength and challenge. Ron's most recent feedback report showed that he was low in the Strategic Teaching construct of Social Systems. This was a surprise since he has worked hard to develop a rapport with his students. The student data was also very revealing to Ron. He has created an environment where misbehavior isn't tolerated, and this shows in his report, but he wonders why the student involvement scores aren't higher.
Providing Professional Development
Teacher learning does not stop once results from a TPR observation have been communicated to and discussed with the teacher. The TPR can be used to target additional professional development that will best meet teachers' needs. Daunting, but also exhilarating to Ron, is the idea that his own professional development is essential to improving student learning. The administrators at West Ridge, who understand that the teaching staff is their most important asset, have moved away from in-service days and provide teachers with a voice in creating individualized development plans. Using data from the TPR, Ron and his peers are able to identify areas of focus, form collaborative study groups, and take responsibility for advancing their teaching practice.
