Peer lesson observation form

This form is intended to develop professional learning community in the school by providing the platform for teachers (not administration) to visit each other’s lessons and
provide feedback on strengths and suggest ways for improvement. It is not meant to be used as an evaluation checklist or for appraisal aims. The list of elements to observe is
not limited or exhaustive – please do add comments on any additional relevant elements not included here.

Remember:
1) Anyone can be the observer and the teacher observed based on agreement between involved people.
2) Focus areas for observation (1st column of the table below) must be discussed and selected by the observer and the teacher but no more than 2 focus areas.
3) The observer must inform the teacher about the visit at least 24 hours prior to it.
4) The visit should last at least 30 minutes and must focus on chosen focus areas.
5) Fill in the table sections relevant to chosen focus areas, as this will support your feedback.
6) If your written feedback is extensive enough and clear, you do not need to provide an oral feedback (still be ready to clarify some points to the teacher).
7) Keep this form in two copies: one for the observer and one for the observed. It’s only your choice whether to provide it in your attestation or not. There is no
need to provide the copy to the Head(s) of department(s) or Vice-Principals.

Teacher observed:

Peer/Observer:

Date and Time:

Length of visit (minutes):

Subject:

Class and # of students:

Lesson topic/objectives:

Observation focus area(s):

 Uncovering elements in the area of focus
Areas of focus Suggestions for improvement
(tick points you have seen in the lesson)
 shows good command and knowledge of subject matter
 demonstrates breadth and depth of mastery
 clarifies technical terminology
 provides and controls sufficient amount of content
 students learning ATL skills / practicing ATL skills / applying ATL
skills (check the strategies through Atlas Rubicon)
LESSON  the IB profile qualities are taught implicitly or explicitly
CONTENT  the school mission/vision sounds in the classroom
 biases in materials are recognized and discussed
 develops multicultural understanding, incorporates different views
on the topic taught
 recognizes interdisciplinary links
 explains usefulness of skill/knowledge
 other relevant points
 setup is fine (well prepared for the lesson, materials ready,
information projected on the board/screen)
 start is fine (meets class at scheduled time, states clear objectives
and brief outline of the lesson structure)
 uses time wisely and effectively
 regularly monitors the course of discussion & interaction
ORGANIZATION
 maintains discipline and control
&
 uses/avoids physical attributes of classroom (layout of the room,
MANAGEMENT
seating arrangement, sound, light, physical access to student)
 smooth and natural transitions between sections, concepts, and
topics
 emphasizes and summarizes main points
 any unexpected obstacles were overcome well
 other relevant points
RAPPORT &  uses students’ names and incorporates their ideas into the class ✔
PRESENTATION  establishes environment conducive to learning ✔
 holds interest of students and motivates them ✔
  is respectful, fair, and impartial ✔
 responds appropriately in a non-threatening, pro-active manner ✔
 interacts with students, encourages participation and interaction
among students ✔
 establishes enthusiastic mood and mediates conflict of opinions✔
 exhibits sensitivity to students' personal culture, gender differences
and disabilities ✔
 reaction to students’ responses and errors is appropriate ✔
 provides feedback, assists students with academic problems✔
 provides sense of achievement ✔
 uses a clear voice, strong projection, proper pronunciation ✔
 maintains eye contact and demonstrates active listening to
students’ responses (aware of non-verbal language) ✔
 pace of the lesson is appropriate to students ✔
 evidences self-confidence ✔
 maintains professional comportment and appearance ✔
 other relevant points✔
 prompts students to draw on prior learning and experiences✔
TEACHING  effectively uses relevant teaching methods and techniques
METHODS (Individual work, group presentation, group work, independent
presentation, hands-on learning, independent research project,
open-ended problem solving, group research project, worksheets,
whole class discussion, small group discussion, peer assessment,
self-assessment, silent reading, lecture, etc.)
✔
 activities have a clear purpose that is stated to students ✔
 used different aids, materials, and technology well-suited for
teaching the content✔
 includes variety, balance, imagination, class involvement✔
 provides clear instructions✔
 students are being challenged with tasks/assignments that they are
able to master✔
 defines new terms or concepts, makes explicit statements to draw
attention to certain ideas✔
 uses examples that are simple, clear, precise, and appropriate✔
  uses questioning techniques and accepts student responses ✔
 gives time for students to ask questions✔
 stays focused on and meets stated objectives✔
 achievement of goals is examined by the teacher ✔
 applies differentiation in response to students’ abilities and needs✔
 uses reflection techniques ✔
 other relevant points

If you noticed something that is out of chosen focus area(s) but important to share with the teacher observed, please add it here:

As a visitor/observer, what did you gain or learn from this visit (i.e. materials, resources, techniques, attitude, etc.)? What would you apply in your own planning and
teaching? Why?