I was really interested in the M&M observational scheme. It takes observation to new heights, undoubtedly. As a preservice teacher, it has definitely been drilled into my head that observation is crucial to the development of a new teacher, but it is not always perpetuated that observation is crucial to the development of a teacher at any level. I believe this is why you always hear of old, cranky school teachers that are stuck in their old ways: they are not evaluative of themselves. (Excuse the generalization.)
When I have observed in the past, I have not particularly become much involved; I usually just jot a few things down and tell myself, "I'll just remember this somehow in my wonderful, non-forgetting brain and use (or don't use) it later." Kuma has shown me how wrong I have been! Though I think the M&M method may be a little bit of overkill for the time constraints of an actual classroom, Kuma is right to say that there must be a deep observation of teachers if they are to really grow from their experiences.
I think the entire process would be excellent to do once or twice a year, but the rest of the time, I think it would be appropriate to choose a few of the steps that you may think need extra work and have a colleague look for those specific things.
I think it's good that we are learning this method before starting 394 (another 100 hours) because I feel like my first 100 hours was a bit of a waste in the system. Sure we observed classrooms and said "Yeah, i'm not going to do that and were highly critical" but what we have to understand is what ISU has taught us. Teachers need to be reflective practitioners that can be able to make self assessments as well as adjust from student work and outside observations.
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