ARRUPE JESUIT HIGH SCHOOL
Classroom Observation Rubric: Core Instructional, Curricular, Assessment Practices
School Year 2012-2013
Teacher: __________________________________
Course: ___________________________________
Date: ____________________
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
a) Lesson design is based on elements of backwards
design (UbD): Student learning and assessment drives
instruction.
b) Clear rationale for learning: Students are aware of the
rationale behind what they are learning.
c) Daily Student Learning Outcomes:
Students are aware of their learning outcomes for the day as
evidenced by student work generated throughout or by the
end of the lesson.
II.
Classroom Climate and Culture
Assessment
Level
E IP NE
E IP NE
E IP NE
Assessment
Level
a) Rituals and Routines: Teacher consistently uses a routine
that includes Do Nows (Warm ups), varied learning activities
and meaningful Closure Activities to ensure effective
instructional practice and high levels of student engagement.
E IP NE
b) Respect and Trust: Teacher has set a tone of mutual
respect and trust that is evident in interactions between the
teacher and students, and students themselves.
E IP NE
c) Welcoming: The classroom is a learning environment that
invites students to participate in the activities, while fostering
a sense of ownership.
AJHS: Classroom Observation Rubric ©
Comments
E IP NE
Comments
III.
Instructional Practice
Assessment
Level
a) Student Organizational Systems: Teacher helps students
to organize their materials and time for success in the
course.
E IP NE
b) Scaffolded Instruction: Teacher carefully scaffolds
instruction on a regular basis to incorporate a Gradual
Release of Responsibility: Modeling/Direct Instruction (minilesson, whole-group, teacher-led instruction), Guided
Practice (small-group, teacher-directed activities), and
Independent Practice (independent work that allows for
differentiation and teacher conferring).
E IP NE
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
support student learning, particularly second language
learners.
E IP NE
d) Differentiated Instruction: Teacher regularly differentiates
instruction by process and/or product, offering additional
support to struggling students and additional challenge to
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
instantaneous adjustments to the schedule when needed.
f)
Clear Expectations for Quality Work: Teacher establishes
clear expectations for quality of student work, using rubrics,
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
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.
AJHS: Classroom Observation Rubric ©
E IP NE
E IP NE
E IP NE
E IP NE
Comments
III.
Instructional Practice
h) Types of Assessment: Teacher consistently uses a variety
of both formal and informal assessments, e.g. student
conversation in small groups, student-conferences, student
note taking, written responses, homework, warm-ups,
student questions, exit slips, quizzes, and tests, to measure
every student’s progress towards learning outcomes.
i)
j)
Use of Student Data/Evidence of Learning: Teacher has a
system that enables him/her to use assessment data (formal
and informal) to guide and adapt instruction to meet
individual and whole-class needs.
Homework reinforces daily learning outcomes and/or
introduces outcomes for the next lesson. When based on
closure activity, teacher adapts homework if necessary.
Assessment
Level
E IP NE
E IP NE
E IP NE
IV.
Notes from Debrief Conversation (Strengths and Refinements)
V.
Next Steps:
AJHS: Classroom Observation Rubric ©
Comments
AJHS: Classroom Observation Rubric ©