TEACHER OBSERVATION
Observer ____________________ Teacher ____________________ Grade/Subj____________________ Date/Time ____________________
Step 1: Time Off-Task & Teacher Taxonomy [6-10 min]
Outputs: Time Off-Task Count
Note the number of students in the class and then note the number of students off-task approximately every minute throughout this portion of your walkthrough
# Students in Class
test
1
2
3
4
5
6
7
8
9
10
Inputs: Teacher Taxonomy Skill Tally
Rate each taxonomy skill using the following scale: 4 – Exemplar, 3 – Proficient, 2 – Approaching Proficient, 1 – Not Approaching Proficient, or N/A - Not Observed
Criteria
Strong Voice
Foundational Skills: Proficiency Should Develop In This Proposed Order
Group 3
Group 2
Group 1
 Squares up, stands still, and addresses students in formal register when giving a direction
 Utilizes economy of language and is emotionally constant
 When detecting noncompliance, squares up and utilizes self-interrupt, do not engage, and/or quiet power
Precise Directions
 When applicable, begins with a call to attention (Ex: “Scholars, track me.”) and provides a cue to begin (Ex: “When I say
go…”)
 States succinct directions that adhere to MVP (movement, volume, participation)
Behavioral Narration
 Begins narrating within 2 seconds of giving the direction
 Uses a neutral tone to narrate 2-3 scholars
 Aligns narration to precise MVP directions (movement, volume , participation)
100%
 Implements rapid Do It Again at strategic times; this happens when scholar actions don’t meet the vision and as planned
to build proficiency with skill
 Uses Be Seen Looking and nonverbal cues to support scholar behavior while maintaining the flow of the lesson
 When detecting noncompliance, uses the most appropriate least invasive strategy to immediately redirect noncompliance
and maintain the flow of the lesson
 Affirms with a nod, wink, thumbs up or other nonverbal cue when scholar corrects behavior
Positive Framing
 Utilizes Challenge and Live In the Now to support students in meeting expectations
 Appropriately determines when to assume the best
Corrections
 When warranted, consistently issues corrections and records them while maintaining the flow of the lesson
 Provides Live In the Now directions for how to fix the behavior
 Delivers consequence in “down shifted” tone
Break the Plane/Circulate
 After delivering a direction, breaks the plane and strategically circulates
 Engages with scholars by using nonverbals, touch and private conversations without interrupting lesson flow
 Even when turning away for a brief second, uses purposeful body language, tone and nonverbals to make presence known
Work the Clock
 Increases urgency by infusing rhythm and speed when counting down
 Strategically identifies scholar names to insert into the countdown and establishing a clear accountability point at the
close of the countdown
Rating Optional: Notes or Tally (E=Effective, I=Ineffective, M=missing)
Choral Response
 Uses a consistent cue to signal student response
 Identifies sticky, high impact words/phrases for choral response
TEACHER OBSERVATION
Step 2: Scholar Actions to Habit [2 min]
Step 3: Class Routines & Procedures [2 min]
Date
____________
Outputs:
Key Student Habits
Outputs: Scholar Response to Routines #1(required)
Indicate the percent of students proficiently modeling the vision of excellence and the
amount of scaffolding provided.
Before you begin the observation, re-read the common picture design manual. Next,
indicate student proficiency with the routine and the amount of scaffolding provided.



High Concern: <50%
Mixed:
50% to more than 1 student not proficient
Solid:
No more than 1 student not proficient
Scholar Action
% of Students Proficient
SLANT
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
Tracking
Vertical Hand
Loud and Proud
Complete Sentences
High Concern
Mixed
Solid
N/A – Not Observed
High Concern
Mixed
Solid
N/A – Not Observed
High Concern
Mixed
Solid
N/A – Not Observed
High Concern
Mixed
Solid
N/A – Not Observed
High Concern
Mixed
Solid
N/A – Not Observed
Notes to Self [Optional]:
Scaffolding (quantity) of Directions
and Narration
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
Too much scaffolding
Appropriate level
Too little scaffolding
N/A – Not Observed
Too much scaffolding
Appropriate level
Too little scaffolding
N/A – Not Observed
Too much scaffolding
Appropriate level
Too little scaffolding
N/A – Not Observed
Too much scaffolding
Appropriate level
Too little scaffolding
N/A – Not Observed
Too much scaffolding
Appropriate level
Too little scaffolding
N/A – Not Observed



High Concern: <50%
Mixed:
50% – more than 1 student not matching Week 8 vision
Solid:
No more than 1 student not matching Week 8 vision
Type of Routine
What percent of students match
your school’s Week 8 Vision?
⃝ High Concern
⃝ Mixed
⃝ Solid
⃝ N/A – Not Observed
Scaffolding (quantity) of
Directions and Narration
⃝
⃝
⃝
⃝
Notes
Too much scaffolding
Appropriate level
Too little scaffolding
N/A – Not Observed
Outputs: Scholar Response to Routines #2 (optional)
Type of Routine
What percent of students match
your school’s Week 8 Vision?
⃝ High Concern
⃝ Mixed
⃝ Solid
⃝ N/A – Not Observed
Scaffolding (quantity) of
Directions and Narration
⃝
⃝
⃝
⃝
Too much scaffolding
Appropriate level
Too little scaffolding
N/A – Not Observed
Notes