Teacher Observation Form

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Teacher Observation Form

(adapted from a form created by Charlotte Wing and used at Parker Unified School District)

Purpose: To assess successful implementation of professional development activities:

Section A: Teaching Methods

(Painter & Valentine, 2002)

Check each Method observed

q Active Engaged Learning

Teacher facilitating students doing project work, cooperative learning, hands-on, demonstrations, active research, etc. Higher order thinking evident.

q Learning Conversations

Active conversation with all/nearly all students engaged, all relevant ideas are encouraged (divergent thinking, no “right” answer), teacher initiated or facilitated, but not directed. Higher order thinking evident.

q Teacher-Led Instruction

Lecture, question & answer, teacher giving instructions, media instruction w/ teacher inter- action, discussion may be occurring but instruction/ideas come primarily from teacher.

q Student Work /Teacher Engaged

Students doing seatwork, worksheets, book work, tests, individual reading, independent or group work, with teacher providing assistance to individuals or groups of students.

q Student Work /Teacher Disengaged

Students doing seatwork, worksheets, book work, tests, individual reading, independent or group work, with teacher doing something not related to the learning tasks of students

q Total Disengagement

Students and teacher not engaged in activities associated with learning curriculum.

Section B: Cognition Level

(Marzano, 2000)

Check one—level most frequently observed

q Knowledge Utilization

Apply or use knowledge in a new or specific (authentic) situation: Problem-solving, decision-making, planning, experimental inquiry, producing, investigating, designing, resolving, composing, creating

q Analysis

Examine knowledge in fine detail and, as a result, generate new conclusions: Classifying, comparing/contrasting, distinguishing fact/opinion, predicting, making analogies, specifying applications or logical consequences, constructing & defending new conclusions

q Comprehension

Identify the key elements of information—get the essential meaning: Summarizing, condensing meaning, getting the main idea, expressing in a graph or other non-linguistic representation

q Knowledge Retrieval

Recall or execution of knowledge as previously learned: Defining; remembering; listing; answering questions such as who, what, where, when, how; describing; showing; practicing a skill (i.e. math problems, physical activities, etc.)

Section C: Standards/Objectives

Check one—level most frequently observed

q Clear Objective—Aligned

Clear objective aligned to state standards at the appropriate grade level / level of difficulty

q Clear Objective—Not Aligned

Clear objective but not aligned to state standards at appropriate grade level / level of difficulty

q Process Objective

Necessary objective but not in standards (i.e. using a microscope, roles in groups, etc.)

q Unclear Objective

Learning-related activities but without clear objective directly aligned to standards

q No Objective

Activities without relevance to state standards or learning objectives

Section D: Instructional Design/Delivery


1. Well-planned instruction/activities clearly designed to enable students to meet objectives/standards were evident. (task analysis, activities aligned to objective, student practice, teacher feedback, etc.)
2. Students clearly understood the instructional objective/standards and why they are important to learn.
3. Teacher linked lesson content to student’s background knowledge or prior experiences. (helped students make personal or emotional connections, used anticipatory set, activated prior knowledge)
4. Students were motivated. (engaging or high interest activities, relevant to student, student had input/choice, lesson generated student success, etc.)
5. Teacher modeled, gave clear examples, or clearly explained what students were to do. (students were not confused)
6. Instruction was designed to support different learning styles, differing student needs, and special needs populations. (visuals, art, music, manipulatives, concrete objects/props, graphic organizers, simulations, differentiation, group work, connections to culture, etc.)
7. During lesson delivery, teacher monitored and adjusted instruction to meet learning needs of individual students or entire class.
8. Teacher elicited responses (formal or informal assessments) from all students to check for understanding.

Section E: Learning Culture and Environment


9. Print-rich environment designed to cue student learning. (vocabulary words/word walls, content/process specific posters, reading books/materials accessible, model student work displayed,)
10. Classroom management was handled effectively and efficiently with student behavior conducive to learning.
11. There was a positive classroom climate/rapport with fairness and respect demonstrated by both teacher and students. (sensitivity to issues of gender, race/ethnicity, special ed, English learners, culture, or socio-economic status)
12. Instructional time was focused, used effectively, with minimal disruptions, transitions, or logistical tasks.

Section F: Student Engagement

Circle approx. % of students engaged

100-81% 80-61% 60-41% 40-21% 10-0%

Section G: Use of Best Practices

Circle one—Based on evidence from Research

High Some Minimal

Section H: Overall effectiveness

Circle one—Refer to rubric below.

Highly Effective Mostly Effective

Somewhat Effective Not Effective


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Last modified:02/06/2009