Kuma 13, and Brown

In Kumaravadivileu's chapter about monitoring teaching acts, he talks about the various impacts of observations in an second language learning classroom.  He talks about the limitations with Product-Oriented Models and Process-Oriented Models.  These models are both "cumbersome, time-consuming, and labor intensive" (289).  They can both give a limited understanding of how the lesson really went, and are not as benificial to the teachers practices, teachers self-reflective skills, student understanding, and observer intake.  He also talks about an alternative to the product and process oriented models and suggests a User-Friendly System.  Kuma organizes this system into a M & M observational scheme or ten part process, involving at least three meetings with the observer. 
My roommates mom is a second grade teacher, who typically has autistic students in her "mainstream" classroom.  Because of the students that she has in her classroom, observations from an autism specialist need to be made.  The teacher finds these observations stressful, planning much more detailed lessons, and having to organize an administrator to also attend the meetings (in order to defend the teacher in case of a bad report from an observer).  My roommate described one instance where the observer came late to a lesson without the principle attending and decided to stay later than promised. 
Kuma describes his process as an "atmosphere where teamwork is encouraged" (291) which I think was clearly lacking in this observation process.  There was not a preobservation meeting with the teacher, which I think is an excellent backwash enhancer.  I am using the term backwash in a way where the teacher plans differently because of this observation.  The careful planning that a teacher may have to do, which may give a false display of what students really experience, may be minimized if the observer met with the teacher beforehand to discuss what would be happening in the class. Another thing that truly affects the teacher and students nervousness is the responsibility of the observer to give a "fair, frank, and friendly" comment, as well as being on-time with the appropriate observational technique agreed with the teacher (video camera or another observer attending the session). 
I really enjoyed being the observer while reading the classroom dialogue in the example in the book on pages 295-298.  Many of the things that I thought should be talked abut with the observer were talked about, the question about the condo, the paragraph explanation and the school system clarification.  Something I found interesting during the postobservation analysis is the teacher and observer disagreement on the learing opportunities on page 301, "When the observer, being a more experienced teacher, argued that teachers in an L2 class should make use of all the learning opportunities created by learners even if they gto against their planned agenda, the novice teacher seemed skeptical."  If disagreements like this come up, who has the right to say what is right?  Is it okay to agree to disagree in these instances?  Is it better to have an expert teacher come in and observe or is it better to have one of your own experience?