Teacher Observation Form

Admin Instructions
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Teacher's Identification
Name:       Job Title:      
Department:       School:      
Principal:      

Observation Date:       Length of      

Observation:
Class Observed:      
Evaluator:      

Purpose of Appraisal
 Observation
 30 Day
 60 Day
 90 Day

Principal's Instructions
The purpose of this evaluation is to assess the teacher's skills, identify areas of
improvement and to provide a course of action for improvement.

Competencies

Rating Observation Technique

S – Satisfactory C – Classroom
D – Developing N – Notes
U - Unsatisfactory F - Feedback

Rating Observation Comments:

Technique
Knowledge of instructional practices:
Gains and holds the attention of students (e.g., maintains S C
eye contact, speaks clearly and audibly, using words that
are age and grade appropriate, modulates voice and tone). D N
Uses a variety of questioning techniques that encourage
independent thinking, and then listens attentively to all U F
responses. Encourages creativity and multiple points of
view. Questions often help students connect new
concepts to their current knowledge and prior
experiences. Uses a variety of teaching methods to
accommodate diverse styles of learning or different
attention spans.
Knowledge of content and curriculum:
Stays up-to-date on the subject matter, making certain S C
that material presented, and answers to student questions,
reflect current knowledge and concepts in the field. D N
Aligns instruction to match the required curriculum and
paces the course to ensure adequate coverage of all U F
aspects of that curriculum. Stresses and highlights the
most important points and concepts, especially when
student achievement will be based upon department-wide
or standardized tests.
Knowledge of students:
Spends time learning about each student, assessing S C
current interest level for learning in general and for the
subject matter in particular. Notices which learning D N
activities tend to engage each individual the most.
Assesses each student's general learning capabilities, U F
performance level and apparent level of confidence.
Looks for evidence of unmet special needs and other
obstacles to learning. Learns about each student's life
outside the classroom (e.g., personal interests, cultural
background, level of family support, potential sources of
distraction, etc.).
Engaging Students in Learning:
Expresses genuine confidence that students can (and S C
will) be successful as learners. Is fully engaged as a
teacher, and demonstrates enthusiasm about the subject at D N
hand. Encourages active participation, including
questions from students, making it clear that everyone is U F
in a safe place to give an incorrect answer, or to ask a
question that may reveal a lack of current mastery of
facts or concepts. Varies teaching methods, adjusts the
pace, frequently asks questions and incorporates
energizing activities to maximize engagement.
Establishing an environment of respect:
Communicates a clear expectation that everyone S C
(including each student) is responsible for maintaining a
respectful school environment. Consistently advocates D N
and models respect for each person (or group). Takes
timely and appropriate action to address any situation in U F
which someone's words or behavior fails to demonstrate
respect for others, leaving no doubt about personal
commitment to this principle.
Behavior Management:
Establishes and communicates ground rules and S C
expectations about student behavior in the classroom,
along with the rationale for each standard of conduct. D N
Ensures that expectations are reasonable, appropriate to
developmental levels of students and that they are fully U F
understood by each student. Enforces behavioral
expectations promptly and consistently, showing no
favoritism, and does so in a manner that maintains
student dignity and minimizes the level of disruption
created by addressing the incident itself.

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Evaluator

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Principal
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