Teacher Formal Classroom Observation Form - Mecklenburg County Public Schools
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2TEACHER FORMAL CLASSROOM OBSERVATION FORM
Page 1 of 2
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Teacher’s Name:
Date:
Julie
Grade/Subject:
5th/MAth
2:30
Time:
Directions: This form can be used by the evaluator to document during formal classroom
observation. One form should be given to the teacher and one copy should be maintained by
the evaluator for the entire evaluation cycle to document growth. It is unlikely that all
teacher performance standards would be documented in a single classroom visit. In
fact, an observation might focus on a specific standard.
1.
Professional Knowledge
Specific Examples:
Ÿ Addresses appropriate curriculum standards
I can statements/standards clearly posted (refer to them)
Ÿ Facilitates students’ use of higher level thinking
skills
Linked current instruction to future, PEMDAS.
Ÿ Demonstrates ability to link present content with
past and future learning
Use of Kagen Structures, turn and talk (Cole/Emily)
Ÿ Demonstrates an accurate knowledge of the
subject matter checking for understanding
It is clear you know the content
Ÿ Demonstrates skills relevant to subject area(s)
utilizing best practices based on current research
Ÿ Bases instruction on goals that reflect high
expectations
Ÿ Demonstrates an understanding of the
knowledge
*
*
Evident
Not Evident
of development
2.
Instructional Planning
Specific Examples:
Ÿ Analyzes and uses student learning data to inform
Plans based on SOL sim. and formative assessments
planning.
Keeping pace with the division guide
Ÿ Plans instruction and time for realistic pacing
Planning to accommodate progress in 4 classes with two
Ÿ Plans for differentiated instruction
curriculums.
Ÿ Develops appropriate long- and short-range plans
Planning with Emma to ensure SOL review is differentiated.
and adapts plans
Ÿ Coordinates plans with appropriate colleagues
*
*
Evident
Not Evident
3.
Instructional Delivery
Specific Examples:
Ÿ Addresses individual learning differences
Spiral review based on needs. (give up the pen)
Ÿ Uses rigorous instructional strategies
Kinesthetic reenforcement of direction,vertical, horizontal
Ÿ Use instructional technology
Maximized use of time, squeezed a lot in a short time
Ÿ Engages students
Provided wait time to engage more students (give up the
Ÿ Builds on prior knowledge
pen)
Ÿ Communicates clearly
Modeled activity
Ÿ Maximizes instructional learning time
Checked for understanding before independent practice
*
*
Ÿ Implements the Gradual Release Model
Evident
Not Evident
Allowed for choice in the activity
(Hand Raisers - Hiding students) (give up the pen)
4.
Assessment of and for Student Learning
Specific Examples:
Ÿ Analyzes data from district benchmarks
Evident in your plans
Ÿ Uses assessment tools based on division
curriculum and pacing guides
Using division assessments
Ÿ Uses a variety of valid, appropriate assessments
Ÿ Maintains assessment information
Ÿ Uses pre-/post-assessment data on each student
Ÿ Maintains appropriate records
Ÿ Gives constructive feedback
*
*
Evident
Not Evident
One
T eam,
O ne
P riority:
S tudent
S uccess!
60
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