Revised 11/2013

Classroom Instruction Observation Form
Gifted In-Field Endorsement Program

Strand Component of a Standards-Based Observed Observed Evidence Commendations or
Classroom (Tally Marks) Suggestions for
Instruction 1. Teacher communicates the learning X Very thoughtful essential
goals (e.g., essential question, what questions. They are engaging
students should know, understand, and and provoked a lot of good
be able to do by the end of the lesson). discourse.
2. Instruction begins with an engaging X Image study and students responded
hook/activating strategy with the first words that came to
3. All essential steps of the New X Yes (check lesson plan).
American Lecture strategy are used in a
logical format.
4. Instruction ends with a summary or X Completed a graphic organizer that I like that students could
synthesis activity that extends learning. outlined the claim and reasons for critically assess their
Japanese internment. personal understandings of
Japanese internment.
5. Instructor’s questioning techniques X The entire lesson was a push
require students to use higher order in critical thinking skills
thinking skills and metacognition. because of the different
examples used.
6. Instructional tasks require students to X Students interpreted the denotative
use higher order thinking skills and and connotative meanings of
metacognition. historical documents related to
Japanese internment.
7. Differentiation used is: Check what __Readiness Conversations were differentiated
applies: __Learning based on groups chosen.
__Content Style(s)
X Process __Interests
8. Instruction and tasks reinforce X All historical experiences were real
students’ understanding of the purpose life and factually based.
for what they are learning and its
connection to the world beyond the

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
9. Instructor’s predominant role: X Facilitator The New American Lectures strategy
X Lecturer requires that the teacher act as both
facilitator and lecturer.
10. Instructional delivery mode X Whole Group
predominantly observed: __Small Group
11. Students were predominantly __Recall Activities
engaged in: __Textbook Activities
__Worksheet Activities
X Higher Order Thinking
__Performance Tasks
X Discussions
X Listening
12. The use of technology is integrated X Laptop used for the image study.
effectively into instruction.
13. Students effectively use technology Not observed Students could have created
during the class period. a Shadow Puppet or Sway
for the information they got
from the graphic organizer.
14. Instructional goals, activities, X It was evident that you set high
interactions, and classroom environment expectations for your students and
convey high expectations for gifted critical thinking skills are used daily
students. through the discourse I witnessed.
Assessment 15. Formative assessments are utilized X Graphic organizer completed as
during instruction to provide immediate formative assessment
evidence of student learning and to
provide specific feedback to students.
Planning and 16. Classroom management is conducive X All students were highly engaged and
Organization to student learning. conversations were managed well.
I7. Instruction is provided in a safe and X Students could clearly
orderly environment.
18. The teacher maximizes instructional X While you did an excellent
time. job of utilizing the whole
period, I am wondering if
this lesson could have been
extended to create a more
thorough understanding of
the task at hand.
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
School 19. The culture of the classroom reflects X The students juxtaposed Japanese
Culture a risk-free learning environment. internment with Trump’s immigration
ban. There were representatives for
both sides in the classroom.

Overall Assessment Not Evident (implementation of Emerging (12-14 elements) Proficient (14-17 elements) Exemplary (17-19 elements)
less than 12 elements)
Absence of major components While students met the learning With implementation of 14- With full implementation of
of a standard-based classroom goals of the lesson, absence of 17 of the components of a 17-19 of the components of a
as noted above prevented the major components of a standards- standards-based classroom, standards-based classroom,
gifted learners from meeting the based classroom as noted above the students met the learning the students exceeded the
goals of the lesson. prevented the gifted learners from goals and demonstrated learning goals and gained
being fully challenged by the lesson critical and/or creative new insights that can be
to think critically and/or creatively. thinking. transferred beyond the
discipline of study.

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education