TEACHER OBSERVATION FORM

Teacher’s Name: Grade: Job Title:

Subject taught at the school: Number of students: Boys Girls

Observer's Name & Position: Subject: Date & Time:

PURPOSE:
The purpose of a teacher observation is to observe the teacher’s strengths and areas in need of improvement. Teacher observations are intended to be a
constructive exercise in all regards.
PROCEDURE:
This form can be used by the evaluator to document during informal/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.
The following rating scale is used when making judgments for each specific teaching behavior: 1 = Unacceptable 2 = Working towards standards 3 = Meets Standard
4 = Exceeds Standard 5 = Greatly Exceeds Standard/Outstanding
NA = Assessment area not applicable to the lesson

1. Organization and Preparation 1 2 3 4 5 NA Comments

Gives an overview of the lesson
States clear lesson objectives
Teaching

Reviews previous work

Connects objectives with previous lessons
Signals transition to new topics
Summarizes topics as appropriate
Students are prepared and ready to start the class
Learning

Students are attentive in class

Students demonstrate and express that learning
experience is positive

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 2. Clarity of Content 1 2 3 4 5 NA Comments
Uses understandable language
Uses concrete examples of concepts
Teaching

Uses additional examples (outside text material)

Points out practical applications
Stresses important points
Repeats difficult ideas
Students show understanding of content and
accomplish tasks set by the teacher
Learning

Students make connections from content to real-life

experiences
Students are able to transition smoothly and
efficiently to each activity

3. Classroom Interaction 1 2 3 4 5 NA Comments

Maintains student interest and interaction
Is friendly and easy to talk to
Addresses students by name where feasible
Asks questions at different levels
Gives sufficient time for response
Teachin

Allows students to ask questions

g

Gives informative feedback

Incorporates student responses
Encourages positive competition
Encourages self-learning
Provides tasks and activities that are challenging
but attainable
Students take advantage of opportunities to engage
in discussions with the teacher and other students
Learning

Students are engaged and active in rigorous

coursework, discussions, and/or tasks
Students know and strive to meet the high
expectations established by the teacher

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 Students demonstrate a positive attitude towards the
classroom and learning
Students collaborate with other students during
student-centered activities

4. Use of Media and Technology 1 2 3 4 5 NA Comments

Utilizes the book/class material effectively
Organize overhead/whiteboard content clear
Provides outlines or handouts
Teaching

Prepared visual aids are easily read

Uses varied instructional techniques
Provides equal access to classroom discussions,
activities, resources, technology, and support are
provided
Students use digital tools/technology to gather,
evaluate, and/or use the information for learning
Students use digital tools/technology to conduct
Learning

research, solve problems, and/or create

original works for learning
Students use digital tools/technology to
communicate and work collaboratively for
learning

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 5. Classroom Management 1 2 3 4 5 NA Comments
Maintains student attention
Is enthusiastic
Is confident
Uses eye contact with students
Teachin

Speaks expressively or emphatically

g

Uses effective voice quality

Uses class time efficiently
Uses appropriate pacing to topic & audience
Uses flexible teaching delivery methods
Follows and tracks individual progress/learning of students
Students take risks in learning (without fear of negative feedback)
Learning

Students are actively engaged in the learning activities

Students speak and interact respectfully with teacher(s) and peers
Students are aware of classroom routines, behavioral expectations and
consequences

6. Assessment 1 2 3 4 5 NA Comments
Checks written material of students
Ensures ongoing assessment
Varies ways of checking student understanding
Trains students on self-evaluation and reflection
Uses, designs or adapts multiple methods of assessment to document,
Teachin

monitor, and support learner progress appropriate for learning goals

g

and objectives
Uses assessment flexibly to expand and deepen understanding of learner
performance and determine best supports for continued learner growth
Provides opportunities to revise and improve work based on feedback

Students respond to teacher feedback to improve understanding

learning

Students demonstrate or verbalize understanding of the

lesson/content
Students show understanding how her/his work is assessed

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 7. Learning Differences and Strategies 1 2 3 4 5 NA Comments
Regularly assesses individual and group performance in order to design
and modify instruction to meet learners’ needs in each area of
development (cognitive, linguistic, social, emotional, and physical) and
scaffolds the next level of development
Designs, adapts, and delivers instruction to address each student’s
diverse learning strengths and needs and creates opportunities for
students to demonstrate their learning in different ways.
Varies learning activities to involve whole group, small group and
Teachin

individual work, to develop a range of learner skills

g

Develops and implements projects that guide learners in analyzing the

complexities of an issue or question using perspectives from varied
disciplines and cross-disciplinary skills
Connects concepts, perspectives from varied disciplines, and
interdisciplinary themes to real-world problems and issues
Plans instruction based on information from formative and summative
assessments, as well as other sources and systematically, adjusts plans to
meet each student's learning needs
Students take advantage of the differentiated learning opportunities
that best meet their individual needs
Learning

Students continuously links learning to self and other’s

backgrounds/cultures/differences
Students attempt to respond to questions that require higher-order
thinking (e.g., applying, evaluating, synthesizing)

8. Overall Evaluation of Teacher 1 2 3 4 5

Overall, the teacher observed is performing at a high level,
showing professionalism, dedication, and excellence.

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Observer summative comments:

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 Suggestions for areas to develop:

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Summary
Please indicate the teacher level at the time of the observation

1 = Unacceptable
2 = Working towards standards
3 = Meets Standard 4 = Exceeds Standard
5 = Greatly Exceeds
Standard/Outstanding
NA = Assessment area not applicable to lesson

Teacher’s Name & Signature Date

(Teacher's signature does not necessarily indicate agreement with evaluation, only that evaluator reviewed with the teacher.)

Observer’s Name & Signature Date

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