Classroom Observations: A Descriptive and Analytical Process

School:____________________________________ Classroom: ______________________________ ____Teacher: ___________________________________ Date: ___________________________ Grade/Subject: ___________________________ _______________________________________________ Learning Target: Core Content/POS

Instructional Practices
Artifacts: (Record only what the teacher is saying and doing; avoid
evaluative words and comments.)

Student Work
Artifacts: (Record only what the student is saying and doing; avoid
evaluative words and comments.)

Environmental Cues
Classroom Sketch: (Sketch the classroom: student work area, all
space, learning centers, etc.)

Physical Environment Descriptors (List three descriptive words or

phrases that describe the physical environment of the classroom.)

Analysis of Student Work

Student Engagement is mostly: (Circle one below.) Levels of Learning: (Circle one below.)

1. 2. 3.

Mandatory

Optional
Level 3

Social/Emotional Environment Descriptors (List three descriptive

words or phrases that describe the social/emotional environment in the classroom.)

Level 1
(Learning that is expressed but never really learns.)

Level 2

(Learning that is (Learning that occurs acquired through great almost instantly, can be 1. effort and practice, recalled on command, 2. recalled and applied, and applied broadly 3. though usually and creatively.)

Analysis of Instructional Practice

Instructional Practice Labels: 1. 2. Content Characteristics: (See back and highlight observed
characteristics.)

Analysis / Notes

Analysis / Notes

Learning Principles: Top 3 Observed

Analysis of talents and strengths:

Coaching Target: Coaching Format: Reflective

Next level of work for the teacher:

Next level of work for the principal:

Next level of work for district or instructional support:

3.

Positive Reinforcement Instructional

Adapted from: LCS Three Column Observation Instrument 2008 by Rutherford Group, Inc. and the Kentucky Department of Education Characteristics of High Quality Instruction