A case study : to support teacher renewal for improvement of instruction through a multi-dimensional observation supervision process

The purpose of this case study was to investigate the alterations in teaching behaviors of three classroom teachers. The major vehicle for altering the teaching behaviors was a multi-dimensional observation supervision process. This process included supplementary features such as video taped presentations and a handbook which delineated current research findings on teacher effectiveness. The observation supervision process included gathering objective classroom data and providing the participants with performance feedback.

A series of four questions guided the case study. The major findings, based on these questions are summarized as follows:

1. Initially, the three participants had very little empirical knowledge of instructional principles and processes.

2. As a result of the study two participants did show marked improvement in their knowledge of instructional principles and processes. One participant did show some increased knowledge.

3. All three participants demonstrated positive changes in their instructional patterns as a result of the study.

4. All three participants selected data from observation and post-observation conference with feedback as the components of the multi-dimensional observation supervision process which seemed to have the greatest impact on their teaching behaviors.

The following conclusions may be drawn from the findings of the case study.

1. All three participants demonstrated changes in their teaching behaviors. The changes reflected more effective teaching practices as described in research.

2. Feedback concerning the classroom observation and given during the post-observation conference was identified by participants as having the greatest impact on altering teaching behaviors.

3. The viewing of the video tapes and the readings did not prove as effective in altering teaching practices as did the one to one post-observation conference of the observation supervision process.

4. All three participants did show growth in their understanding of the principles and processes which were research based.

5. The teacher participants were able to utilize certain practices consistent with research findings without an understanding of underlying principles.

Two recommendations for further study were:

1. The classroom observer/supervisor plays an important role in effecting teacher change. A study could be undertaken to look at the characteristics of the classroom observer/supervisor and how those characteristics might relate to effecting change in teacher behaviors

2. A study could be undertaken to investigate the effective teaching practices pre-service teachers bring to the profession, and how they gained those effective teaching practices.