Course: ___________________________________ Class Period: _____________
Teacher identified focus for the observation:___________________________________________________________________________________________
Key: Evident (E): There is evidence to support usage of practice; In Progress (IP): Evidence is sporadic, yet there is enough to substantiate usage of practice; Not Evident (NE): There is little or no evidence to support usage of stated practice. I. Lesson Design Assessment Comments Level a) Lesson design is based on elements of backwards design (UbD): Student learning and assessment drives E IP NE instruction. b) Clear rationale for learning: Students are aware of the rationale behind what they are learning. E IP NE
c) Daily Student Learning Outcomes:
Students are aware of their learning outcomes for the day as E IP NE evidenced by student work generated throughout or by the end of the lesson.
II. Classroom Climate and Culture Assessment Comments
Level a) Rituals and Routines: Teacher consistently uses a routine that includes Do Nows (Warm ups), varied learning activities E IP NE and meaningful Closure Activities to ensure effective instructional practice and high levels of student engagement.
b) Respect and Trust: Teacher has set a tone of mutual
respect and trust that is evident in interactions between the E IP NE teacher and students, and students themselves.
c) Welcoming: The classroom is a learning environment that
invites students to participate in the activities, while fostering a sense of ownership. E IP NE
AJHS: Classroom Observation Rubric
III. Instructional Practice Assessment Comments Level a) Student Organizational Systems: Teacher helps students to organize their materials and time for success in the E IP NE course.
b) Scaffolded Instruction: Teacher carefully scaffolds
instruction on a regular basis to incorporate a Gradual Release of Responsibility: Modeling/Direct Instruction (mini- lesson, whole-group, teacher-led instruction), Guided E IP NE Practice (small-group, teacher-directed activities), and Independent Practice (independent work that allows for differentiation and teacher conferring).
c) Quality of Instruction: Instruction links directly to learning
outcomes. It is succinct and to the point. Instruction is clear and easy to track. It is accompanied by visuals aids, such as written directions, diagrams, photos, film clips, text, to E IP NE support student learning, particularly second language learners.
instruction by process and/or product, offering additional support to struggling students and additional challenge to E IP NE advanced students. This includes the use of varied learning activities that support student learning. e) Use of Time: Teacher uses time flexibly and judiciously, maximizing student progress towards the daily learning objectives. Every minute counts, and teacher makes E IP NE instantaneous adjustments to the schedule when needed.
f) Clear Expectations for Quality Work: Teacher establishes
clear expectations for quality of student work, using rubrics, E IP NE models and exemplars. Students are clear about the type of work product they are aiming for.
g) Apprentice of Thinking/Reading/Writing Strategies:
Teachers explicitly teach students strategies used by E IP NE AJHS: Classroom Observation Rubric proficient thinkers, readers, writers, etc. Teacher shows students the skill or use of knowledge needed to reach learning outcomes. In other words, the teacher cognitively apprentices the student. III. Instructional Practice Assessment Comments Level h) Types of Assessment: Teacher consistently uses a variety of both formal and informal assessments, e.g. student E IP NE conversation in small groups, student-conferences, student note taking, written responses, homework, warm-ups, student questions, exit slips, quizzes, and tests, to measure every students progress towards learning outcomes.
i) Use of Student Data/Evidence of Learning: Teacher has a
system that enables him/her to use assessment data (formal E IP NE and informal) to guide and adapt instruction to meet individual and whole-class needs.