Classroom Observation Form

Instructor: ______________________________________ Course __________________________________

Peer/Observer: __________________________________ Date and Time ____________________________

Rating Scale

Learning Environment, Routines, and Procedures

4 3 2 1
All lessons connect to All procedures and routines Most procedures, routines and Few procedures and routines
students' prior knowledge, life are clear and efficient. transitions provide clear guide student behavior and
experiences, interests and Students actively participate in direction but others are maximize learning.
future learning expectations groups, manage supplies and unclear and inefficient.
across content areas. equipment with very limited Transitions are characterized
Opportunities for students to teacher direction. by confusion and inefficiency.
utilize individual learning Students often do not
patterns, habits and needs to understand what is expected of
achieve high levels of them.
academic and social-emotional Students depend on the
success. The classroom is safe and teacher to direct them in Classroom is unsafe,
organized to support learning managing student groups, disorganized and
Guidance for students to apply objectives and is accessible to supplies and/or equipment. uncomfortable.
their strengths, background most students The classroom is safe and Some students are not able to
knowledge, life experiences accessible to most students, access materials.
and skills of all students. but it is disorganized and
cluttered.

Communication
4 3 2 1
Establishes classroom practices Establishes classroom Leads lessons with some Directs lessons with little
that encourage all students to practices that provide opportunity for dialogue, opportunity for dialogue,
safely communicate effectively
using a variety of tools and
methods with the teacher and
their peers.
Uses possible student
misunderstandings at strategic
points in lessons to highlight
misconceptions and inspire
exploration and discovery.
Provides explanations that are
clear and coherent and uses
verbal and written
communications that is clear and
correct.
Asks questions at the creative
evaluative and/or analysis levels
that require deeper learning and
broader understanding of the
objective of the lesson.
Skillfully balances wait time,
questioning techniques and
integration of student and other
resources to support student-
directed learning.
Skillfully provokes and guides
discussion to pique curiosity and
inspire student-led learning of
meaningful and challenging
content.
opportunities for most
students to communicate
effectively with the teacher
and their peers.
Recognizes student
misunderstandings and
responds with an array of
teaching techniques to clarify
concepts.
Provides explanations that are
clear and uses verbal and
written communication that is
clear and correct.
Asks remember and apply
level questions that focus on
the objective of the lesson and
provoke discussion.
Uses probing questions to
clarify and elaborate learning.
clarification or elaboration.
Recognizes student
misunderstandings but has
limited ability to respond.
Uses verbal and written
communication that is
generally clear with minor
errors in grammar.
Asks remember and
understand level questions that
focus on the objective of the
lesson but do little to amplify questions that do not amplify
discussion.
clarification or elaboration.
Is sometimes unaware of or
unresponsive to student
misunderstandings.
Uses verbal communication
that is characterized by
inaccurate grammar; written
communication that has
inaccurate spelling, grammar,
punctuation or structure.
Rarely asks questions, or asks
discussion or align to the
objective of the lesson.

4 3
Systematically gathers input
students in order to monitor
and adjust instruction,
activities or pacing to respond
to differences in students
needs.
Adjusts instruction and
activities to maintain student
engagement.
Uses discrete and explicit
checks for understanding
through questioning and
academic feedback.
Monitor and Adjust
Consistently invites input
from students in order to
monitor and adjust instruction
and activities.
Adjusts instruction and
activities to maintain student
engagement.
Monitors student behavior and
responses for engagement and
understanding.
2 1
Sometimes utilizes input from
students in order to monitor
and adjust instruction and
activities.
Adjusts some instruction
within a limited range
Sees students behavior but
misses some signs of
disengagement.
Is aware of most student
responses but misses some
clues of misunderstanding.
Rarely utilizes input from
students in order to monitor
and adjust instruction and
activities.
Persists with instruction or
activities that do not engage
students.
Generally does not link
student behavior and
responses with student
engagement and
understanding.

Data and Assessment

4 3 2 1
Uses formal and informal Uses formal and informal Uses formal and informal Uses few formal and informal
assessments to monitor progress, assessments to monitor progress assessments to monitor assessments to monitor
shares data with students and of all students. progress of most students. student progress.
engages them in self-assessment.

Consistent feedback to students, Substantive, specific and timely

families and school personnel on
student growth in relation to
classroom and campus goals and
engages with colleagues to adapt
school-wide instructional
strategies to meet student needs.
feedback to students, families
and other school personnel.
Analysis of student data
connected to specific
instructional strategies.
Timely feedback to students
and families. Utilization of
multiple sources of student
data.
Few opportunities for timely
feedback to students or
families.
Utilization of few sources of
student data.