Critical Reflections on Classroom Observations: Input to an Instructional Supervisory Plan

Classroom observation serves as a window to the teaching and learning process happening inside a classroom. Classroom observation results serve as basis for instructional and teacher's professional development. However, there are conflict of views and goal by the observer and the teacher about classroom observation and insignificant instructional supervision that in turn affect the delivery of instruction and creates hindrances in giving quality education. Thus, delving into a more in-depth reason for classroom observations through critical reflection is essential in achieving a meaningful instructional supervisory plan that hopefully improves the quality of the students' learning. It is therefore the intention of this study to identify the views of teachers, master teachers and school heads on classroom observation in terms of its goal, content, and use; enumerate and detail practices and challenges that teachers, master teachers and school heads face in the preparation and actual process of classroom observation; identify the perceived outcome (product) of classroom observation on the teacher's performance; and students’ learning; improve the purpose, practice, and product of classroom observation of the Master Teacher and School Head through critical reflection; and proposed an instructional supervisory plan for master teachers and school heads to make classroom observation more effective in improving teachers' performance and students' learning. This qualitative-descriptive design aimed to provide insight and critical reflection on the purpose, practice, and product of classroom observation. The participants of the study were 20 teachers, 4 master teachers and 4 school heads. The interview and focus group discussion centered on the purpose, practice, and product of classroom observation adapted from the phases and importance of critical reflection. The autobiographical responses served as a guide in designing an instructional supervisory plan of master teachers and school heads in determining the suited instructional supervision for teachers. The study revealed that classroom observation is perceived to have a positive effect to teachers and learners. It helps the teacher grow and improve personally and professionally. It creates good ripple effects to learners that are transmitted indirectly through instructional supervision. Through critical reflections on classroom observation as part of the supervisory strategy of master teachers and school heads, the needs of the learners could be addressed and teachers in turn, achieve the realization and fulfillment of the goal, vision, and mission of education. The continuity of instructional supervision and maximization of the technical assistance given by the master teacher and the school heads need to be prioritized. The use of critical reflection in assessing teachers and in doing post-conferences after classroom observation of teachers by the master teacher and the school head as well as its practice in teachers' daily instruction pose a positive effect, thus, can be used as basis in formulating policies on the conduct of classroom observation.