classroom observation...

Classroom Observation Indicators

1 “In short, research will never be able to identify instructional strategies that work with every student in every class. The best research can do is tell us which strategies have a good chance (i.e., high probability) of working well with students. Individual classroom teachers must determine which strategies to employ with the right students at the right time.” (Marzano, 2007)

These indicators were compiled from a variety of resources and people as classroom examples to

assist teachers in the process of identifying strategies to implement in the classroom that align with

the Professional Practices section of the Instructional Personnel Performance Appraisal System.



Element 1: Creates and maintains a safe and organized learning environment.

Element # Comments Date/Time

Element 2: Promotes a flexible, inclusive, collaborative, and student centered learning environment.


P Stimulating environment visible (art work, student work posted)

P Direct instruction- teacher controls the learning

P Guided practice

P Classroom procedures followed

D Student led discussions

D Cooperative learning

D Student centers

D Peer mentoring

P Teacher explains rules and procedures for lesson

P Procedures for transitions are clear (bell, timer, distribution/collection of materials)

P Classroom rules posted

P Clear expectations have been stated

D Procedures have become routine/habit for students

D Classroom organized to facilitate a focused learning environment

Dimension 2: Learning Environment



Element 3: Allocates and manages time, space, and resources


Element 4: Manages student conduct


P Teacher uses orienting activities (“look up here,” “open your book to chapter 1,” etc.)

P Teacher monitors behavior through proximity control (cues/gestures to students and verbal requests)

P Consequences are consistently applied

D Students take responsibility for their own actions and the actions of their classmates

D Rules and procedures created as a class and agreed upon through consensus

P Time spent passing out and collecting materials is minimal

P Procedure in place for transitioning to different activities

P Furniture arranged for maximum student learning

D Students assume responsibility for gathering and collecting materials

D Bell to bell instruction: begins and ends instruction on time



Element 5: Conveys high expectations, respects students’ cultural backgrounds, and accommodates

diverse needs of students


P Teachers gives verbal and non-verbal indications that students are valued (I appreciate the effort you put into this assignment.)

P Teacher models respectful interactions

D Student to student interactions are highly respectful and supportive

Element 6: Models and teaches clear and acceptable communication skills


P Teacher directions and procedures are clearly communicated

P Teacher models respectful responses such as using ‘please’ and ‘thank you’

P Spoken and written communication conforms to standard English

D Enriching vocabulary embedded in lesson (word walls, probing, synonym activities, etc.)

D Teacher-student verbal interactions model respect



Element 7: Maintains a climate of inquiry


P Higher level questioning evident

P Problem solving activities evident

P Students give correct answers to questions

D Students engage in Socratic discussions, debates, etc.

D Students apply inquiry based strategies to real world situations

D Student leadership is evident (teacher facilitates while students lead discussion)

Element 8: Integrates appropriate technologies


P Uses a PowerPoint to deliver the lesson

P Use of technology by both teacher and students is evident ( Smart Board, E-Portfolios, Student Response System, I-Pads, Calculators, Computers)

P Teacher guides students how to use available technology

D Teacher connects learning to experts in the field through interactive virtual fieldtrips

D Students communicating with other students in other schools( Google Aps, Edmodo)



Element 1: Utilizes knowledge of the subject to enrich students’ understanding, identifies gaps in students’

learning, and modifies instruction to respond to student misconceptions


P Evidence of the Learning Cycle( hook, model, practice, feedback, performance)

P Formative assessments utilized( thumbs up/thumbs down, SRS, exit slips, surveys)

D Method in place for ensuring all students are involved in lesson (jobs for each person in group; carousel activity; final word; critical friends, etc.)

D Multiple intervention strategies embedded in lesson( providing clues, probing questions)

Element 2: Employs higher order questions


P Questions are lower level with some extended responses

P All students are asked questions within the lesson

D Questions are higher order- involve analysis, synthesis, and justification

D Discussions are student-led

Dimension 3: Instructional Delivery and Facilitation



Element 3: Applies varied instructional strategies and resources


P Teacher incorporates BEST instructional strategies: (Ex. similarities and differences, summarizing and note taking, providing recognition, nonlinguistic representations, providing feedback, cooperative learning, generating and testing hypotheses, cues, questions, and advance organizers)

P Teacher shares additional resources available to students

D Teacher incorporates the most recent research, ideas, and technology in the lessons

D Teacher is a member of professional organizations

Element 4: Delivers engaging, challenging and relevant lessons


P Students connect learning to their life situations

P Lessons incorporate problem solving, critical thinking skills, and higher order questions

D Teacher articulates connections between the lesson and how it relates to life, work and community

D Students connect the lesson to other disciplines



Element 5: Differentiates instruction


P Teacher uses flexible grouping

P Lesson is designed to address students’ readiness, interests, or learning profiles

P Teacher compacts lessons as needed

D Students are given meaningful learning choices

D Lesson is differentiated by content, process, and product

D Assessments allow for student choice (skit, song, poem)

Element 6: Provides immediate and specific feedback to students


P Gives immediate and/or specific feedback

P Probes, amplifies, restates student responses

P Uses formative assessments throughout lesson

P Students articulate what areas need improvement

D Students use feedback to make adjustments in their own learning( test corrections, rewrites on essays, extra help)



Element 1: Analyzes and applies data from multiple measures to diagnose students’ learning needs, inform

instruction, and monitor progress


P Uses pre-assessments, formative, and summative assessments to adjust learning goals

P Gathers data during lesson to adjust instruction

P Differentiated assessments evident

P Reviews test items and gives reasons for answers

D Students make changes in their learning based on an understanding of progress monitoring data (FAIR, DAR, QRI, DRA, data chats, data notebooks)

D Student and teacher review data and develop a need-based action plan

Element 2: Designs and uses formative and summative assessments that lead to mastery


P Uses some formative assessments in the lessons

P Summative assessments allow for student choice

P Assessment results used to measure progress toward meeting the standards

D Assessments are developed prior to lessons

D Performance component embedded in lesson

D Uses assessment results to improve instruction

Dimension 4: Assessment



Element 3: Modifies teacher made assessments to accommodate diversity


P Addresses ability and learning styles

P Provides a variety of assessments

P Allows for student choice in assessments

D Differentiates assessments by content, process, and product

Element 4: Communicates assessment data to students and parents


P Edline is up to date

P Portfolios for each student

P Parent conferences held regularly to share data

D Frequent two-way communication with parents

D Weekly assessment dates, homework assignments, grading methodology up to date in Edline

D Student led conferences



Element 1: Demonstrates knowledge of students


P Verbal praise to group

P Aware of students’ special language needs

P Lessons reflect current research on best practices

P Room decor reflects cultural diversity

P Greets students with smile and words of encouragement

D Uses student interest surveys

D Has key knowledge about each student

Element 2: Builds Relationships through instructional interactions


P Most students included in discussions

P Lessons make some connections to students’ lives

D All students included in discussions

D Reading material reflects student interests

D Projects allow for individual student interests

Dimension 6: Relationships with Students



Element 3: Creates a positive environment of respect and rapport


P Student- teacher interactions are caring and friendly

P Students exhibit respect for the teacher

D Student-student interactions are polite

D Students monitor one another’s treatment of peers

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