T OO L

CLASSROOM OBSERVATION

F o r i n f o r m a ti o n o n t h e i m p o r t a n c e o f c l a s s r o o m o b s e r v a ti o n a n d ti p s f o r
e ff e c ti v e f o r m a l o b s e r v a ti o n s , r e v i e w C l a s s r o o m O b s e r v a ti o n G u i d a n c e .

The Classroom Observation Tool was developed by Bellwether Education Partners for a site visit to the
Rochester City School District’s Summer Scholars Program. The observation tool addresses the learning
environment, student engagement, instructional quality, and curriculum implementation, which were
components of the program quality review on which the district requested feedback.
 CLASSROOM OBSERVATION TOOL

Teacher: Observer:

Date/ Time: Number of Students:

Content Area:

GENERAL OBSERVATIONS

NEITHER
STRONGLY STRONGLY
DISAGREE AGREE NOR AGREE
DISAGREE AGREE
DISAGREE
The classroom is adequate for the
number of students and activities.

The classroom is well organized and

materials are set up and ready.

The classroom is clean.

The classroom temperature did not

distract from learning.

Student work is displayed

prominently.
TEACHER BEHAVIORS

AREA The Teacher: Frequency:

All of the time
1. Uses practices that involve all students in Most of the time
Inclusive responding, encouraging all students to formulate Some of the time
Participation answers and participate. Never
No opportunity to observe
All of the time
2. Most of the time
Calls on a variety of students using a pre-planned Some of the time
Equity of
system to randomize students to ensure equity. Never
Individual Turns
No opportunity to observe

Monitors student responses through focused All of the time

3. listening and observing, circulating around the room Most of the time
Monitoring when students are sharing with partners or teams, Some of the time
Responses reading with partners, or completing written Never
responses. No opportunity to observe
All of the time
Provides immediate, clear corrections for individual Most of the time
4. Some of the time
or group errors, telling students or guiding them to
Error Corrections Never
the correct answer.
No opportunity to observe
All of the time
5. Provides specific feedback and positive affirmation Most of the time
Feedback and for performance, focusing on achievement and Some of the time
Acknowledgement effort rather than on inherent qualities. Never
No opportunity to observe
All of the time
Having prepared for the lesson, maintains an Most of the time
6. Some of the time
efficient instructional pace while providing adequate
Pace Never
thinking time. Avoids digressions.
No opportunity to observe
All of the time
Promotes a positive learning environment, Most of the time
7.
connecting with the learners and promoting student Some of the time
Positive Learning
success. Utilizes positive reinforcement to Never
Environment
encourage appropriate behavior. No opportunity to observe
All of the time
Most of the time
8. Displays a genuine interest in the content of the Some of the time
Enthusiasm lesson and the learning of his/her students. Never
No opportunity to observe
All of the time
9. Adjusts the lesson based on student performance Most of the time
Lesson (e.g., re-teaches challenging content. Provides Some of the time
Adjustment additional practice. Moves forward in lesson). Never
No opportunity to observe
STUDENT BEHAVIORS

AREA The students: Frequency:

All of the time
Most of the time
10. Exhibit on-task behavior, following the teacher's Some of the time
On-task Behavior directives and completing requested tasks. Never
No opportunity to observe
All of the time
11. Most of the time
Respond when asked to give verbal, written, or Some of the time
Frequent
action responses. Never
Responses
No opportunity to observe
All of the time
12. Work productively with partners or team members Most of the time
Cooperative (completing tasks, listening to partners, staying on- Some of the time
Responses task). Never
No opportunity to observe
All of the time
Most of the time
13. Some of the time
Provide accurate responses.
Accuracy Never
No opportunity to observe
All of the time
14. Most of the time
Exhibit behavior that allows them to learn, their Some of the time
Appropriate
peers to learn, and the teacher to teach. Never
Behavior
No opportunity to observe

CONCLUDING NOTES

AREA NOTES
For
teacher / staff feedback:

For staff meetings and

in-session professional
development: