Observation Tool

Purpose: This tool is used to:

 Observe/evaluate the teachers use of effective technology in the classroom determine what tools
align to the curriculum and best support student needs and aid in growth and achievement.
 Determine whether the teacher’s instruction is aligned to the standards and tailored to meet
student needs

Goal: The results of the observation will determine professional development needs.
Strategy: The Instructional technology coach will observe the teacher using technology tools in
the classroom. The results will be used to inform the teacher of their strengths and areas in need
of improvement which will be addressed through planned professional development

Not Evident Approaching Evident Exemplary Additional

0 1 3 4 comments
Disposition Teacher is not Teacher has Teacher is Teacher knows how
comfortable limited comfortable with to use technology
with knowledge of technology and and has students
technology basic attends ongoing PD working
and does not technology and for using tech tools independently on
use it. attends some their devices.
PD on using Teacher uses tech
tech tools. to model lessons
and to differentiate
small group lessons.
Resources Instructional The teacher Instructional Instructional
materials, uses materials, devices materials, devices
devices and appropriate and resources align and resources align
resources materials to to instructional to instructional
used for support standards and standards and are
instruction student target student varied and
are not learning goals learning styles, and appropriately meet
relative but does not needs, actively the ability levels of
meet engaging students students and
individual actively engage
student needs them in taking
or engage ownership of their
them in learning
learning
Knowledge of The teachers Teachers Teachers Teachers’ analysis
students plan for instructional instructional plan of student data
instruction plan demonstrates an accurately the data
does not demonstrates accurate analysis of to specific
demonstrate partial analysis student instructional
understanding of student development and strategies and goals.
of student’s development readiness for Teacher plans
development, and readiness learning and effectively and can
preferred for learning preferred learning articulate strategies,
learning styles and preferred styles. content and
learning styles delivery that will
and the plan is meet student
inappropriately learning needs.
addresses their
needs.
Assessment of The teacher The teacher Teacher uses Teacher uses
Student does not uses assessment data to assessment data to
Learning routinely use assessments to identify student identify student
assessments measure needs and needs and
to measure student modify/differentiate modify/differentiate
student proficiency but instruction but may instruction
proficiency does not use not be able to accordingly.
the results to anticipate learning Teacher examines
differentiate obstacles assessment results
to discover trends
and patterns in
student progress an
anticipate learning
obstacles

Teacher gathers and

Teacher uses Teacher gathers and
uses student data
The teacher student data uses student data
from a few sources
persists in using from a few from a few sources
and appropriately
a particular sources to to choose an
adapts instructional
strategy to choose implement
address strategies,
appropriate appropriate
misconceptions materials, and
strategies for instructional
even when the platforms. Teacher
students strategies for
data shows that paces learning
students
the strategy is instruction to meet
not effective the needs of
individual students.

Teacher provides
Teacher Teacher provides substantial specific
provides substantial specific and timely feedback
inconsistent and timely feedback of student progress
feedback of student progress (for stakeholders:
regarding (for stakeholders: parents, students,
student parents, students, admin, and staff)
teacher does admin, and staff)
progress Teacher provides
not provide
feedback opportunity to
regarding engage in self-
 student assessment and be
learning responsible for their
learning. Teacher
uses test results to
assess their own
teaching and
strategies as they
relate to student
learning

Assessment The teacher The teacher Teacher Teacher

Data does not plan acknowledges demonstrates intentionally and
for assessing the limitations understanding that appropriately plans
student of various assessment is a and differentiates
learning and diagnostic, means to evaluate assessments and
does not formative and and support student lessons to match
analyze or use summative learning through the range of student
data to derive assessments incorporating ability and learning
instruction but does not assessments into style
incorporate lesson planning
the knowledge (diagnostic,
into lesson formative and
planning summative)

The teacher Teacher uses a

Teacher uses Student learning
uses limited variety of formal
one measure needs are
measures of and informal
of student accurately identified
student assessments to
performance through analyzing
performance collect evidence of student data.
and does not student knowledge Teacher uses data
appropriately and learning to to identify strengths
vary analyze and use and areas for
instructional data to effectively growth.
approaches. plan and deliver
Teacher may instruction
The teacher is
have difficulty
knowledgeable of
analyzing data
various formal and
to effectively
informal
drive
assessments.
instruction
Teacher can use
data to effectively
inform instructional
planning and
delivery
Differentiation Teachers Teacher relies Teacher supports Teacher pairs
attempt to on a single the learning needs strategies, materials
make lessons strategy or set of students through and pacing to
accessible and of materials to a variety of address individual
challenging for
make lessons strategies, student learning
students is
inappropriate accessible to materials, and needs to make
most students. pacing which learning accessible
 Some students increases student and challenging.
may not be engagement and Teacher uses a
able to access progress variety of individual,
certain parts of group, or whole
the lesson class instruction to
while others support learning
remain goals and provide
unchallenged options for how
students
demonstrate
proficiency
Total pts

KEY:

Total possible points-18

0-6-point total = Immediate need for ongoing professional development

7–12-point total= Moderate need to professional development at multiple points throughout the year.

13-18-points=Need for occasional PD to improve existing skills. Serve as model teacher for specific
strategies.

Created 4/22/22
K Bowers