CET Classroom Teaching Observation Checklist - Page 1 of 7

Use of this specific tool is not required by USC administration; it is intended as an example of best practices. Schools and departments may choose
to create their own tool, edit this tool in any way that makes it a better fit, or use this tool as it is.

CET Synchronous Online Teaching Observation Checklist

The CET Synchronous Online Teaching Observation Checklist provides
performance descriptions for four tiers of online instructional practices. The
first, second, and third tiers include a progression of recommended teaching
practices. The substandard tier includes items that are contrary to best
practices and/or USC policies. The checklist can be used for two purposes. It
can be used as a developmental tool to provide faculty formative feedback to
enhance their teaching, showing progression over multiple observations. It
can also be used as an evaluative tool to document evidence of teaching
performance for promotion, tenure, or continuing appointment.
This checklist was developed to include recommended practices that
can be implemented within a wide variety of teaching models, both
traditional and innovative; it is editable so that schools may add or delete
items to customize it to their needs. Checklist items are observable actions
and behaviors of the instructor (observable during a single visited class
session), not the behaviors of students.
Schools could determine how many criteria in each tier should be met
in order to qualify for the various levels of advancement in the school. For
example, a school could decide that for promotion from assistant to associate
professor a faculty member should have none of the items checked in the
Substandard Tier and all of the items checked in Tier 1.
Recommended Observer Characteristics
 Has access to the synchronous session or a recording of the
synchronous session.
 Observes a minimum of one class session. Two observations are
recommended.
 Is familiar with the course learning objectives listed in the syllabus.
 Understands the content of the course well enough to evaluate
effectiveness of instruction in that topic.
 Has been trained by CET or by a CET Faculty Fellow to use the
checklist.
Instructions for Use
 Mark as present all checklist items observed during the class.
Each dimension in the checklist measures one or more criteria in USC’s
Definition of Excellence in Teaching and those criteria are noted next to
the dimension name. The practices in Tiers 1, 2, and 3 are supported
through training provided by CET’s faculty institutes.

Not Included in the Synchronous Online Classroom Teaching Observation

Checklist
 Evaluation of course design, which is addressed in a separate
Synchronous Online Course Design Syllabus Review Checklist.

 Aspects of teaching that cannot be observed in the online environment.

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▪ Best practices that are specific to certain fields, class types or

instructional styles.

DIMENSION SUBSTANDARD TIER TIER 1 TIER 2 TIER 3

*USC Definition of Performing Below Minimum USC Performing at Minimum USC Performing at Proficient Level Performing at Excellence Level
Excellence in Teaching Teaching Policy Standard Teaching Policy Standard of Teaching Standard at USC of Teaching Standard at USC
criteria measured by
each dimension are
noted.

CLASS ORGANIZATION
Instructional plan
5a, 5b*
◻ Instructor changes the ◻ The class session
established class session demonstrates clear
plan without prior signs of planning and
notification to students. organization, and
follows a logical flow.
◻ The class session ◻ The class session
includes student includes instruction,
interaction with formative
peers, content, and assessment1 and
instructor. reflection
components.

Communication of ◻ Instructor communicates no ◻ Instructor clearly ◻ Instructor clearly ◻ Instructor clearly

clear learning goals learning goals for the class identifies realistic connects the learning identifies the
for the class session session and/or each lesson learning goals for the goals for the class learning goals for
6a* activity. class session. session to the course each instructional
◻ Instructor communicates learning objectives. activity, and connects
inappropriate or unrealistic them to the course
learning goals for the class learning objectives2.
session and/or each lesson
activity.

Time management ◻ Instructor technology issues, ◻ The class session ◻ Instructor utilizes and ◻ Instructor maximizes
5c, 5d* including software, sound, starts and ends on references in-class time, using
camera, lighting, and time. educational active learning or
background, occur during ◻ Planned sections of technology for applications4 rather

1 Assignments intended to help students evaluate their mastery of a skill or learning objective and provide information to the instructor on student progress.
2 See the CET resource A Clear Guide to Writing Learning Objectives.
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class that could have been the class session are passive learning than passive
addressed before the start well-timed. activities3 outside of learning.
of class. ◻ Little or no time class to support ◻ Instructor clearly
spent on non- effective use of in- indicates time limits
instructional class time. for all student
activities. activities.
◻ Instructor prepares
relevant technology
before the start of
class.

Comments:

LEARNING ENVIRONMENT

Classroom climate
1b, 1c, 2e, 2f, 3a, 4e*
◻ Instructor raises students’ ◻ Instructor ◻ Instructor has ◻ Instructor uses
stress or anxiety by using consistently uses established course practices that
discriminatory, dismissive, verbal and body behavioral norms increase students’
or other abusive language. language that is that foster a positive motivation and foster
◻ Instructor minimizes responsive to and inclusive a growth mindset.6
students’ struggle with students’ stress or environment.5
material. anxiety. ◻ Instructor
◻ Instructor discourages ◻ Instructor encourages
student input. encourages student interaction between
participation. students.
◻ Instructor violates
confidentiality by publicly ◻ Instructor treats all
revealing students with students equitably.
accommodations. ◻ Instructor is
◻ Instructor ignores disruptive responsive to
student behaviors. students’ different

3 When students receive information from the instructor.

4 Activities in which students practice course concepts during class.
5 For examples of such norms, please see the CET resource A Menu of Discussion Norms.
6 A perspective that abilities can be developed through persistence and effort; failure is a necessary step toward mastery.

Presentation form ◻ Instructor uses
1a, 1b* inappropriate or offensive
gestures and/or speech.
◻ Instructor displays a
negative attitude in tone
and/or content.
◻ Instructor does not inform
students when sessions are
being recorded.
Presentation ◻ Instructor does not use, or
substance uses inappropriate, visual
4a, 4d, 3e* support for presentation
and/or
examples/illustrations.
Comments:
INSTRUCTIONAL CONTENT
Knowledge of ◻ Instructor does not appear
subject 4a* to understand course
content.
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educational
backgrounds and
learning needs.
◻ Instructor volume, ◻ Instructor ◻ Instructor is
pace, and diction incorporates engaging, responsive,
allow observer to appropriate eye and constructive in
follow the class contact and effective both tone and
session. non-verbal content of their
◻ Instructor utilizes communication (e.g., speech.
webcam feature. hand gestures).
◻ Instructor avoids
distracting
mannerisms or
speech patterns,
such as filler words
and nervous habits.
◻ Instructor provides ◻ Instructor cites ◻ Instructor follows
visual support for sources for content accessibility best
verbal presentation discussed. practices by verbally
and uses concrete describing and/or
examples/illustration captioning any
s to clarify content. images used in
presentation.
◻ Instructor’s factual ◻ Instructor answers ◻ Instructor ties
statements are questions current content to
consistent with confidently, clearly, topics or knowledge
current knowledge in and simply. from the profession

Discipline-specific ◻ Instructor does not use, or
language incorrectly uses, discipline-
1e* specific and/or academic
language.
Contextual relevance ◻ Instructor teaches content
and transferability devoid of real-world
3c, 4c* scenarios and/or examples.
◻ Instructor assumes
unrealistic skill level of
students in the class.
Comments:
STUDENT ENGAGEMENT
Appropriate content ◻ Class content is too easy or
or level difficult for student
1c, 2a, 2b, 3a* knowledge level.
◻ Instructor does not
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the field. and/or more
◻ Instructor correctly advanced courses.
answers questions
about course-level
content.
◻ Instructor uses ◻ Instructor explains ◻ Instructor facilitates
discipline-specific use of discipline- the use of discipline-
and academic specific terms. specific language by
language. students.
◻ Instructor provides ◻ Instructor has ◻ Where appropriate,
real-world students provide instructor uses
applications of class real-world examples examples where
session content. of class content or their discipline
◻ Instructor explicitly apply content to real- converges with other
builds on prior world scenarios. disciplines in
student knowledge. addressing
challenges.
◻ Where appropriate,
instructor addresses
“wicked problems”
identified by USC on
a local, national, or
global level.
◻ Class content ◻ Instructor engages ◻ Instructor spends the
appropriately students in higher- majority of class time
challenges students. order thinking skills leading students in
◻ Class content during class. higher-order thinking
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encourage higher-order promotes mastery of activities.

thinking7. course learning
objectives.8

Active learning ◻ Instructor uses no active- ◻ Class contains at ◻ Instructor uses ◻ Instructor uses
2a, 2b, 2c, 2d, 2e, 3d, learning9 exercises. least one active- active-learning active-learning
4b* ◻ Instructor has unrealistic learning exercise to exercises after no exercises after no
expectations for active- apply course content. more than 30 more than 15
learning exercises. ◻ Instructor monitors consecutive minutes consecutive minutes
and manages active- of lecture. of lecture.
◻ Instructor uses
inappropriate or offensive learning exercises. ◻ Instructor is ◻ Instructor requires
active-learning exercises. responsive to students to submit or
Instructor uses active- student present in-class work
learning exercises that are engagement10 and by end of class.
not accessible to everyone adjusts strategy ◻ Where appropriate,
in the class. accordingly. instructor leverages
◻ Instructor facilitates student use of
student-led electronic technology
explanations and/or to facilitate active
discussions. learning.

Formative
assessment/feedbac
k grades.
1b, 2f, 6a, 6b, 6c, 6d*
◻ Instructor violates FERPA by ◻ Instructor provides ◻ Instructor provides ◻ Instructor leads
publicly sharing student students constructive information to students in
and encouraging students about their structured reflection
◻ Instructor provides non- feedback on how to performance on class on class learning
constructive and/or improve their activities compared activities.
discouraging feedback. comprehension or to a pre-established
performance in class. standard.
◻ Instructor compares student
work to an ambiguous or
unrealistic standard.

7 Analysis, critical thinking, evaluation, problem solving, etc.

8 See the CET resource Writing Learning Objectives.
9 Activities in which students practice course concepts during class.
10 Active participation in an activity in which students are practicing course concepts.
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Comments:

Classroom Teaching Observation Checklist

CONTEXT Context:
Record pertinent characteristics of the course, student
population, and physical environment. Examples:
enrollment, student demographics, course LMS, class
meeting time, and general education status.