FORM B, FACULTY TEACHING OBSERVATION
Faculty Member ________________________________ Academic Year __________________
Division ___________________________
Department _____________________
Observer __________________________________ Date of Observation _________________
The following Standards Framework is to be used for the observation portion of the faculty evaluation
process. Either during or after the observation, the observer will note in the table below which behaviors,
happenings, questions, actions (indicators) took place that related to the desired teaching behavior. The
observer can also make a comment related to the behavior. Explanations and examples of behaviors that
would fit in each category are given on page 2. Send the original and a copy of this form and any
attachments to the Human Resources Office (Central File) within five working days of the observation.
Send copies to the faculty member and dean/IlS.
Teaching Behavior
1. Instructor knows subject.
Indicator/Comment
2. Class shows evidence of planning.
3. Lesson objectives are made clear to
students.
4. Instructional methods engage students.
5. Content is placed in context of what
went before and what is to come.
6. Lesson flows in logical and coherent
manner.
7. Lesson involves cognitive engagement
above the knowledge level.
8. Instructor models critical thinking skills
and/or directly teaches problem solving.
9. Instructor is respectful of all students.
10. Instructor uses instructional time well.
11. Instructor checks for student
understanding.
12. Instructor communicates in standard
English at the college level.
13. Instructor is invested in having students
grow beyond their experience.
14. There is evidence of established
classroom management procedures.
Additional comments and suggestions (use separate sheets as necessary):
January 30, 2009
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FORM B, FACULTY TEACHING OBERSRVATION
Explanation of Standards Framework. The following table provides examples of and elaborates on the
teaching behaviors to be assessed during the teaching observation.
Teaching Behavior
1. Instructor knows subject
2. Class shows evidence of planning
3. Lesson objectives are made clear to
students.
4. Instructional methods engage students.
5. Content is placed in context of what
went before and what is to come.
6. Lesson flows in logical and coherent
manner.
7. Lesson involves cognitive engagement
above the knowledge level.
8. Instructor models critical thinking skills
and/or directly teaches problem
solving.
9. Instructor is respectful of all students.
10. Instructor uses instructional time well.
11. Instructor checks for student
understanding.
12. Instructor communicates in standard
English at the college level.
13. Instructor is invested in having
students grow beyond their experience.
14. There is evidence of established
classroom management procedures.
January 30, 2009
Example/Elaboration
Correct information given to students, correct use
and pronunciation of content terminology.
Teaching materials such as handouts are ready.
Transitions are smooth. Technology set up and
ready.
Goals are written on board or told to students.
Reference made to goals during lesson.
There is student talk, questions, discussion,
evidence of student interest, students working on
tasks. Instructor shows enthusiasm for subject.
Information and concepts are linking to assist in
comprehension and retention. Students are kept
apprised of how the current content fits into the
whole course.
The lesson has a beginning, middle, and end. Note
that a one-hour observation may not encompass all
of this. Instructor stays on course with lesson goals.
Instructor questions, instructor assigned activities,
and instructor talk are designed to have students
think at the comprehension, application, analysis,
synthesis, and evaluation levels of Bloom’s
taxonomy.
Verbalization of approach to problem solving. Ex:
“The first thing I do when presented with this kind
of problem is look for . . . .”
Knows names, is sensitive to cultural differences,
recognizes student questions and concerns, praises
appropriately, give appropriate feedback.
Takes care of “housekeeping” in a timely manner;
most of the allotted time is spent in instruction.
Can be as simple as asking, “Are there any
questions?” or can be a quiz or other form of
assessment.
All instructor talk and all written materials are in
proper English. Instructor should model good
language skills and assist students in building their
own vocabulary.
Activities or discussion that extends students’ view
of the world beyond what they encounter in the
media and in the neighborhood.
Procedures are in place — such as students raising
their hand before asking a question, all cell phones
being turned off – that facilitate learning. Students
know how to turn in assignments, etc.
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