“Observations cannot be described as absolutely developmental or non-developmental. Instead they can be placed on a continuum, and their developmental outcomes may be improved through improving different impacting criteria”– (Mahdavi, 2020)

Process for teaching observation should be directly informed by its purpose. When the primary objective of teaching observation is professional development, the observation process design should include best practice recommendations related to agency, roles, and relationship between the observer and the observed educator.


This figure summarizes conditions and criteria that impact whether an observation process is developmental and to what extent. The observation criteria (in the center column) could tend toward the non-developmental conditions on the left, or the developmental conditions on the right. These tendencies depend on

Continuum of Developmental Observation of Teaching

© Mahdavi, F, 2020

For source of this figure and its background research, refer to:

Mahdavi, F. (2020). Designing a Protocol for Developmental Observation of Online

Teaching. (Doctoral dissertation). Retrieved from https://prism.ucalgary.ca/handle/1880/112263