Classroom Observation 2015
Planning/Prep: Clearly articulated and
sequenced learning goals based on the
state standards. Goals reflect
appropriate expectations.
INTASC-2013.7
INTASC-2013.4
Target
Instructional goals are
based in appropriate
Enduring Understandings
and Essential Questions.
Instructional goals are listed
but are not based on
Enduring Understandings or
Essential Questions.
An appropriate number of
reasonable instructional goals
are articulated and sequenced.
Some goals are not of
appropriate expectation.
Goals are not of appropriate
expectation.
Sequence is not apparent.
Objectives for the lesson are
aligned with long term goals;
Objectives for the lesson
are aligned with long term
goals;
Objectives for the lesson are
loosely aligned with long
term goals;
Planned activities include:
Objectives reflect various
levels of learning;
Planned activities include:
Clear and frequent
connections between prior
knowledge and current
content;
a review of prior
knowledge with clear
connection to current
content;
the foundational knowledge
necessary for future planned
lessons;
some or most of the
foundational knowledge
necessary for future
planned lessons;
strategies for dealing with
misconceptions or
misunderstanding before
learning new material.
Planning/Prep: Creates or selects
teaching methods, learning activities
and instructional materials or other
resources that are appropriate to the
students and that are aligned with the
goals of the lesson (1.000, 3%)INTASC2013.7 INTASC-2013.7.j
Developing
Instructional goals are based
in appropriate Enduring
Understandings and Essential
Questions.
Objectives reflect various
levels of learning, reaching
higher levels;
Planning/Prep: Demonstrates an
understanding of the connection
between the content that was learned
previously, the current content, and
the content that remains to be learned
in the future (1.000, 3%)INTASC2013.7
Acceptable
strategies for dealing with
misunderstandings and
misconceptions during
learning of new material.
Instructional activities are
Instructional activities
developmentally appropriate;
appropriately differentiated;
aligned with standards;
vary in method and form
to include cooperation,
collaboration, and/or
active engagement – but
the selection or creation is
not deliberately connected
to the goal of the lesson.
deliberately engage all learning
styles;
deliberately vary in method and
include cooperation,
collaboration, and active
engagement.
Are developmentally
appropriate and aligned
with standards but lack
differentiation.
Unacceptable
No instructional goals
are listed in plans.
No objectives planned
or communicated.
Objectives reflect only lower
levels of learning;
Planned activities include:
A review of prior knowledge
but no clear connection to the
current content.
No apparent connection
of the current content to
prior or future lessons.
No clear connection between
current content and future
lessons.
Few or faulty strategies for
dealing with misunderstanding
or misconceptions at any time.
Instructional activities are
developmentally appropriate
but lack variation in method
or form.
Selection or creation of
instructional activities is
driven by content, not by
standards, goals, or student
needs.
Selection or creation of
method or form of
instructional activities
is inappropriate for
content or students.
The goal of the lesson
is unclear or completely
unmet by the
instructional activity.
Not
Observed
Classroom Observation 2015
Planning/Prep: Creates or selects
assessment strategies that are
appropriate for the students and that
are aligned with the goals of the lesson
(1.000, 3%)INTASC-2013.6
Target
At least one assessment
strategy per objective;
Format of planned assessment
align with intent of objective;
Both formative and summative
assessments are used.
Acceptable
Developing
Assessments strategies are
planned but not for each
individual objective;
Assessments are planned but
the alignment to the
objectives is not clear;
Format of assessment does
not fully reflect the intent
of the objective;
Use of assessment format is
unclear.
Unacceptable
No assessments
planned.
Only one form of
assessment is used.
Planning/Prep: Lessons include
adaptations for individual student needs
including those necessary through
individual IEPs as well as those
necessary for appropriate
differentiation. Classroom Environment: Classroom
climate that promotes learning and
fairness; reflects rapport and
appropriately challenging
expectations. INTASC-2013.2.b
INTASC-2013.3.a INTASC-2013.3.c
INTASC-2013.3.h INTASC-2013.3.j
INTASC-2013.3.k INTASC-2013.3.r
INTASC-2013.5 INTASC-2013.8
Plans include:
Plans include:
Plans include:
Appropriate adaptations and
accommodations for all
student needs.
Appropriate adaptations
and accommodations for
students with identified
needs.
Generalized adaptations not
focused on the specific needs
of individual students.
Adaptations to procedures,
content, and assessments
which are clear and
appropriate.
Plans do not include
adaptations or
accommodations.
Adaptations to procedures,
content, and assessments
which are appropriate.
The candidate:
The candidate:
The candidate:
The candidate:
begins lesson expediently;
keeps students are on task and
engaged; has smooth
transitions between learning
activities occur.
begins with little delay;
students are on task, and
engaged at most times in
learning activities;
transitions between
learning activities occur
with little delay.
delays in starting due to lack
of routine or procedures; has
to redirect student often to
keep on task;. has lengthy
transitions;
Has a complete lack of
routine, procedure, or
discipline;
interacts appropriately,
politely, and positively with
all students.
has high but reasonable
expectations for all student
learning and behavior;
has a whole class focus during
all learning activities;
is appropriately consistent in
answering questions and
encouraging participation;
is explicit in expressing
challenging learning
expectations.
interacts appropriately,
politely, and positively
with all students.
has high but reasonable
expectations for all
student learning and
behavior;
has a whole class focus
during most learning
activities; loses whole
class focus intermittently;
strives to be consistent in
answering questions and
has varying expectations of
learning and behavior for
students;
often loses whole class
focus;
is inconsistent in answering
questions and encouraging
participation;
focuses on individuals;
does not encourage
participation and does
not answer the
questions of students
when asked;
often uses an
inappropriate tone or
verbiage with students;
is polite but struggles to
connect with students;
makes no attempt to
connect with students
appropriately;
struggles to define
challenging learning
expectation for all students.
does not define learning
expectations for the
students.
Not
Observed
Target
Classroom Observation 2015
.
Acceptable
Developing
Unacceptable
encouraging participation;
has challenging learning
expectations for students
but is not explicit in the
expression of these.
Classroom Environment: Establishes
and maintains consistent standards of
classroom behavior INTASC-2013.3
INTASC-2013.3.k
The candidate:
The candidate:
The candidate:
The candidate:
communicates and enforces
consistent rules and
procedures for classroom
behavior;
communicates and
enforces rules and
procedures for classroom
behavior; some
inconsistencies in
enforcing;
has rules and procedures for
classroom behavior but is
inconsistent in
communication or enforcing
these;
has no apparent or
communicated
expectations for
learning or behavior;
handles unforeseen situations
appropriately;
handles unforeseen
situations appropriately
with little aid from co-op;
Classroom Environment: Makes the
physical environment as safe and
conducive to learning as possible
INTASC-2013.3 INTASC-2013.3.b
INTASC-2013.3.c INTASC-2013.3.j
INTASC-2013.3.k INTASC-2013.3.r
Candidate ensures that the
physical aspects of the room
are safe—chairs/tables or
desks are arranged
appropriately, exits are
accessible, safety equipment is
accessible, obstacles such as
backpacks etc. are addressed;
Rules and procedures are
established and enforced for
any activities requiring
movement around the room, or
the obtaining, using, or
disposing/collecting of
materials.
Instructional Performance: Uses
technology and other instructional
Candidate uses technology for
student learning;
Unforeseen situations result in
lack of time of task and
require co-op intervention.
Candidate ensures that the
physical aspects of the
room are safe—
chairs/tables or desks are
arranged appropriately,
exits are accessible, safety
equipment is accessible;
Candidate ensures that the
physical aspects of the room
are safe—chairs/tables or
desks are arranged
appropriately, exits are
accessible, safety equipment
is accessible;
Candidate is not aware of
additional obstacles such
as backpack etc.
Candidate is not aware of
additional obstacles such as
backpack etc.
Rules and procedures are
established for any
activities requiring
movement around the
room, or the obtaining,
using, or
disposing/collecting of
materials.
Candidate does not have a set
of rules or procedures for
any activities requiring
movement around the room,
or the obtaining, using, or
disposing/collecting of
materials.
Candidate uses technology
for student learning.
Candidate uses very little
technology and the use is
focused on presentation of
Candidate does not
address physical safety
concerns in the room in
general or for the
particular learning
activity.
Candidate uses no
technology.
Not
Observed
Classroom Observation 2015
Target
Acceptable
Developing
Unacceptable
materials appropriately to enhance
student learning INTASC-2013.2.f
INTASC-2013.3 INTASC-2013.3.g
INTASC-2013.3.h INTASC-2013.3.m
INTASC-2013.4.g
A variety of technology is
used for presentation of
material but the focus in on
student engagement with a
variety of technology as a
learning and/or assessment
tool.
Students are engaged with
some technology as a
learning or assessment
tool but the focus is on the
use of technology for
presenting material.
material.
Instructional Performance: Makes
learning goals and instructional
procedures clear to the students
INTASC-2013.3.l INTASC-2013.4
Instructional goals and
objectives are clearly
communicated in written and
oral format.
Instructional goals and
objectives or the agenda
for the lesson are clearly
communicated in written
and oral format.
Instructional goals are
apparent for the lesson but
are not communicated.
Procedures for each part
of the lesson are
communicated but with a
lack of organization or
with a lack of assessment
of student understanding.
Procedures are
communicated in a haphazard
fashion or in such a way that
confusion or lac k of
organization occurs.
The candidate:
The candidate:
The candidate:
The candidate:
is knowledgeable of content
and communicates the content
in a developmentally
appropriate way;
is knowledgeable of
content and communicates
the content in a
developmentally
appropriate way;
is knowledgeable about
content but struggles to
communicate in a
developmentally appropriate
way;
is not knowledgeable
about content or makes
errors in
communication content
to students;
has little integration of
disciplines;
does not integrate other
disciplines into the learning
activities;
does not communicate
in a developmentally
appropriate way;
plans lessons intended to
engage students in higher
order skills, but does not
facilitate those skills during
the lesson;
does not integrate other
disciplines;
Agenda for lesson is posted or
communicated.
Procedures for each part of the
lesson are appropriately
communicated.
Student understanding of
procedures and expectations
are assessed.
Instructional Performance: Makes
content comprehensible to students
integrating various disciplines within
the educational curriculum while
encouraging students to extend their
thinking. INTASC-2013.4
ensures an integration of
disciplines into the content
discussion or activities;
effectively engages students in
learning activities that require
inquiry, critical thinking
skills, problem solving skills,
and creativity;
consistently asks higher order
questions and encourages
students to elaborate on
concise answers;
encourages students to ask
higher order questions.
engages students in
learning activities that
allow students to
participate in inquiry,
critical thinking, problem
solving, or creativity;
focuses on lower order
questions but does
incorporate some higher
order questions as follow
up or embraces
opportunities for higher
An agenda is not posted or
communicated.
focuses on lower order
questions and deflects or
redirects higher order
discussions.
No instructional goals
are apparent.
There is no helpful
communication of
procedures.
focuses on lower order
knowledge and skills;
focuses on lower order
questioning;
does not encourage
student questioning or
elaboration.
Not
Observed
Classroom Observation 2015
Target
Acceptable
Developing
Unacceptable
order discussion when
presented.
Instructional Performance: Checks
student understanding through a
variety of means; provides feedback to
students; is flexible and responsive to
student needs by adjusting learning
activities as the situation demanded
INTASC-2013.4
The candidate:
The candidate:
The candidate:
The candidate:
uses a variety of assessments
including: Formative;
Summative; Technology;
Informal; Formal
uses a variety of
assessments including:
Formative; Summative;
Technology; Informal;
Formal
checks for understanding but
is not systematic in approach
to assessment;
does not check for
understanding during
lessons (no use of
formative assessment)
uses assessments that are
developmentally
appropriate;
feedback is not timely or
descriptive;
uses assessments that are
developmentally appropriate;
appropriately adapts
assessments for all students;
provides timely and
descriptive feedback to
students;
uses data from assessments to
adjust instruction;
effectively differentiates all
instructional activities and
assessments for all students.
attempts to adapt
assessments as required;
feedback is timely but not
descriptive (or
vice/versa);
reflects on data from
assessments but does not
effectively adjust
instruction;
use of formative assessments
is limited;
attempts to adapt
assessments as required;
does not reflect on data from
assessments to adjust
instruction;
does not attempt to
differentiate instructional
activities.
does not adapt
assessments as
required;
has little or no data on
which to make
adjustments to
instruction;
does not attempt to
respond to the needs of
students.
No feedback is given to
students.
.
attempts to differentiate
instructional activities and
assessments for students
who struggle.
Instructional Performance: Engagement
of students in learning and adequate
pacing of instruction (1.000,
3%)INTASC-2013.4
Candidate plans and facilitates
a lesson that is adequately
paced and “chunked” so that
all students are engaged and
learning.
Appropriate wait time during
instructional activities and
questioning.
Candidate checks for
understanding and adjust pace
accordingly.
Candidate strives to pace
the lesson so that all
students are engaged and
learning.
Candidate struggles to find a
pace that engages all students
and ensures learning of all
students.
Candidate allows
content and outside
influences to drive
pace.
Checks for understanding
but does not effectively
adjust pace accordingly.
Wait time is much too short
for most students to process
content or complete activity.
Uses wait time during
instructional activities and
questioning – but does not
give enough time for all
Candidate checks for
understanding but does not
attempt to adjust pace.
Lesson is not
“chunked” and too
much time is spent on
one activity.
Wait time is not given.
No checks for
understanding.
Not
Observed
Classroom Observation 2015
Target
Acceptable
Developing
Unacceptable
Reflects on the evidence
available with regard to
students obtaining the
learning goals.
Candidate appears to reflect
regularly but is not focused
on evidence available with
regard to obtaining learning
goals. Reflection is often on
personal performance or
student behavior.
Candidate does not
appear to reflect on a
regular basis and has no
basis for change in
future planning or
instruction.
Reflection does not lead
directly to changes in
future instruction.
Reflection does not lead to
change in planning or
instruction.
Candidate actively listens
to constructive feedback
and asks questions about
change & growth
opportunities.
Candidate receives
constructive feedback
without complaint and
endeavors to incorporate
some of the feedback to
effect changes in
performance.
Candidate meets
constructive feedback
with negativity and a
lack of professionalism;
Candidate begins with an
energetic approach but loses
energy or focus throughout
the class period. Choice of
instructional strategy,
activities, or examples shows
a lack of consistency or
results in the lack of
engagement of students.
Candidate maintains a
low level of energy
demonstrated through
low volume or
monotone; candidate
interaction with
students is often flat;
choice of instructional
strategy is inappropriate
for maintaining student
engagement.
students.
Professionalism: Reflects on the extent
to which the learning goals were met
(1.000, 3%)
Candidate reflects daily on
student learning;
Reflects on the evidence
available with regard to
students obtaining the learning
goals.
Reflection alters future
instruction and influences
future learning goals.
Professionalism: Accepts constructive
feedback and demonstrates a
willingness to grow professionally
(1.000, 3%)INTASC-2013.3.a
Candidate asks for feedback
from other professionals and
invites comments on lesson
plans, instructional
performance, and classroom
environment issues.
Actively listens to
constructive feedback and asks
questions about change &
growth opportunities.
Candidate reflects
regularly on student
learning;
Reflects on feedback and
incorporates selected
suggestions into future
performance.
No change to
performance with
regard to the
constructive feedback is
apparent.
Incorporates constructive
feedback into reflective
practices and changes
performance based on the
feedback.
Professionalism: Energetic and
enthusiastic about teaching (1.000,
3%)
Candidate demonstrates an
enthusiasm for the content
through volume, tone,
instructional strategy, and
choice of examples &
activities.
Candidate maintains a high
level of energy throughout the
class period.
Candidate actively encourages
student participation and
keeps student engagement
Candidate demonstrates an
enthusiasm for the content
through a selection of
volume, tone,
instructional strategy, and
choice of examples &
activities.
Candidate strives to
maintain a high level of
energy throughout the
class period.
Not
Observed
Target
Classroom Observation 2015
Acceptable
Developing
Unacceptable
high.
Professionalism: Maintains a
Professional Disposition and engages
in professional
activities/conversations. INTASC2013.1.j INTASC-2013.10.k INTASC2013.10.p INTASC-2013.10.s INTASC2013.2.f INTASC-2013.10.r INTASC2013.1.c INTASC-2013.10.m
Consistently Professional in
appearance;
Consistently Punctual and
dependable;
Consistently and thoroughly
Prepared.
Takes initiative-takes on
tasks not required by the
program as part of his/her
regular responsibilities within
the classroom. Volunteers for
after school activities.
Interacts appropriately with
school administrators,
faculty and staff
exemplifying ethical
conduct- Initiates
conversations with regard to
student issues with other
professionals as is deemed
appropriate and ethical
according to the laws of
confidentiality and the
procedures of the school.
Builds relationships with
colleagues to share teaching
insights and coordinate
learning activities for
students- Engages in
team/group discussions about
student learning issues and
shares possible solutions or
approaches.
Partners with colleagues –
both from school and EUP – to
design or lead learning
Consistently
Professional in
appearance;
Consistently Punctual
and dependable;
Usually prepared for
allotted time;
Takes initiativeCandidate takes on tasks
not required by the
program as part of his/her
regular responsibilities
within the classroom
Interacts appropriately
with school
administrators, faculty
and staff exemplifying
ethical conductparticipates in
conversations with regard
to student issues with
other professionals as is
deemed appropriate and
ethical according to the
laws of confidentiality and
the procedures of the
school.
Builds relationships
with colleagues to share
teaching insights and
coordinate learning
activities for studentsAttends team/group
meetings based on student
learning issues;
Lacking in consistent
Professional appearance;
Not punctual or
dependable;
Not consistently Punctual
and dependable;
Inappropriately attired
or groomed.
Not thoroughly or
consistently prepared.
Takes initiative- Candidate
accepts additional duties (not
required) when asked.
Interacts appropriately
with school administrators,
faculty and staff
exemplifying ethical
conduct- Candidate shows
lack of understanding of
ethical approach to
conversations with regard to
confidentiality.
Builds relationships with
colleagues to share
teaching insights and
coordinate learning
activities for studentsLittle attempt to build
relationships or work with
others.
Not prepared.
Candidate only
completes assigned
tasks as required;
Candidate does not
participate in
professional discussions
about student learning
issues;
Chooses to work alone
instead of engaging
with colleagues.
Not
Observed
Classroom Observation 2015
Overall Performance: Rate the student
teacher’s performance holistically based
on the content and context.
Target
Acceptable
Developing
Unacceptable
Not
Observed