Local Systemic Change through Teacher Enhancement Classroom Observation Protocol

Description

Date: 2000
Method: Observation Protocol

The instrument was developed to measure the quality of an observed K-12 science or mathematics classroom lesson by examining the design, implementation, mathematics/science content, and culture of that lesson. The items it contains are based on standards of quality mathematics and science instruction as outlined in the National Science Education Standards and NCTM Standards. The protocol was developed and is used as part of the core evaluation of the Local Systemic Change through Teacher Enhancement program.

Instrument

• Local Systemic Change through Teacher Enhancement Classroom Observation Protocol (159 K)

Reports containing information about reliability & validity

• A Study of the Predictive Validity of the LSC Classroom Observation Protocol (84 K)
• Validity and Reliability Information for the LSC Classroom Observation Protocol(27 K)

Other related reports

• Professional Development for Mathematics and Science Teachers: Findings from a Decade of Local Systemic Change (LSC) Projects

Notes on use: The protocol was intended to reflect the standards for exemplary practice at the time of its development, but not to prescribe particular instructional strategies.