I-D-2. Observations and Feedback: Typically makes at least two unannounced visits to classrooms every day and provides targeted constructive feedback to all
educators. Acknowledges effective practice and provides redirection and support for those whose practice is less than Proficient.
(From the School-Based Administrator’s rubric)
Criteria
Best Practices & Resources
Observations
Evaluator strategically schedules visits on a consistent, ongoing basis to meet the different needs
of educators. Specifically, observations are:

Frequent: average 2 observations per day; observe all educators at least once by Nov 15

Transparent: communicate so that educators know what to expect

Differentiated: frequency, duration, and focus of observations should be aligned to educator
needs and include a balanced variety of types of observations
 Can take place in various settings, from classrooms
to common planning time meetings to family
events
 Educators who need more support may need
more frequent observations and debrief
conversations
 Resource: Contractual observation requirements,
sample observation schedule
Evidence
Observation notes capture low-inference evidence that align to school priority areas of the
Teacher Rubric. Specifically, observation evidence is:
 Focus on instructional practices that reflect the

Low-inference: include factual information (quotes, numbers, etc…) without interpretation
 Selective scripting is the recommended technique

Aligned to the Rubric: each item of evidence should be tagged appropriately to one or more
specific elements of the Teacher Rubric
school’s QSP priorities
for capturing detailed evidence with a specific
focus
 Resource: Sample observation evidence &
feedback
Feedback
Observation notes and debrief conversations provide focused, helpful, and actionable feedback
on a regular basis. Specifically, observation feedback is:
 Connect instruction to its impact on student

 For educators at any level of practice, it is

Focused on instructional practices: center feedback on high-leverage instructional strategies
that directly impact student learning
Specific AND Constructive: specifically acknowledge impact of instructional practices &
provide redirection, support, and concrete next steps for continued growth

Aligned to Rubric: use language that relates to the rubric but is specific to the educator

Timely: enter into EDFS within 5 school days and debrief face-to-face as often as possible
learning
important to include feedback about what is
effective as well as next steps
 The Core Actions are examples of high-leverage
instructional strategies
 Resource: Sample observation evidence &
feedback