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Phi Delta Kappan

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Making teaching visible through learning opportunities

Bradley A. Ermeling, Ronald Gallimore, and James Hiebert

Phi Delta Kappan 2017 98:8, 54-58

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Making teaching visible through learning opportunities

Bradley A. Ermeling, Ronald Gallimore, and James Hiebert

Phi Delta Kappan 2017 98:8, 54-58

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Making teaching visible through learning opportunities

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Bradley A. Ermeling

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, Ronald Gallimore

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, James Hiebert

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First Published May 1, 2017 Review Article

https://doi.org/10.1177/0031721717708296

Article Information

Volume: 98 issue: 8, page(s): 54-58

Article first published online: May 1, 2017; Issue published: May 1, 2017

Bradley A. Ermeling, Ronald Gallimore, James Hiebert

BRADLEY A. ERMELING (brad.ermeling@teachingbetter.com; @bradermeling) is an educational researcher and consultant based in Shanghai, China.

RONALD GALLIMORE (ronaldg@ucla.edu) is distinguished professor emeritus at the University of California, Los Angeles.

JAMES HIEBERT (hiebert@udel.edu) is the Robert J. Barkley professor of education at the University of Delaware, Newark, Del.

Abstract

Observing teaching with a practiced, professional eye can yield valuable insights into the specific learning opportunities that students are (or are not) provided. However, recent policy initiatives have emphasized using formulaic rubrics and checklists to rate teacher behaviors and evaluate their use of particular instructional moves. Rather than investing so much time and money in such an approach, which is designed to evaluate teachers’ performance, school systems should focus on helping educators observe teaching in more sophisticated ways and make such focused observation a regular part of their professional routines.

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Ermeling, B.A., Graff-Ermeling, G. (2016). Teaching better: Igniting and sustaining instructional improvement. Thousand Oaks, CA: Corwin.
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