Academic Services Instructional Visit Look For Checklist
Content Area: ____________________
Time: _____________________________
Teacher: ____________________
Date: ________________________
Room #: _________________________
Observer: ________________________
DA Element I: Classroom Culture and Environment:
DA Element II: Rigorous Tasks and Assessments:
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Marzano Model Learning Segment:
DQ6: Establishing Rules and Procedures
DQ7: Recognizing Adherence to Rules and Procedures and Behaviors
____Common Board Configuration (aligned, elements evident)
____Print Rich Environment
____Environment Conducive to learning
____Clutter free environment
____Organized physical layout
____NGSSS/Benchmark-measurable/student friendly, date,
benchmark, objective, agenda, bell work, homework
7. ____Displays- student work, posters, word walls, classroom
libraries, projects, graphic organizers w/ feedback
8. ____Bell-to-bell instruction and orderly transitions
9. ____Withitness
10. ____ Students on task
11. ____Expectations for behavior clear
12. ____ Adherence to rules and procedures
13. ____Established classroom routines
DA Element I: Student Engagement:
Marzano Model Learning Segment:
DQ5: Engaging Students
DQ8: Establishing and Maintaining Effective Relationships with Students
1. _____Teacher actively engages students through a variety of
learning strategies: Visual____ Auditory____ Kinesthetic____
2. _____ Students interact and participate in the learning process
3. _____ Teachers make adjustment in instruction and structures
to engage students
4. _____ Engaging activity to peak interest
5. _____ Inquiry-based activities
6. _____ Hands-on
7. _____ Collaborative structure during guided practice
8. _____ Lively pace, intensity and enthusiasm
9. _____ Opportunities for student discourse
10. _____ Relevant and intriguing
11. _____ Students engaged in “accountable talk”
DA Element II: Higher Order Questioning & Discourse
Marzano Model Learning Segment:
DQ4: Helping Students Generate and Test Hypotheses
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_____Questioning strategies and techniques promote higher
order thinking Overall: ____Low _____Moderate ____High
2. _____Teacher uses, models, scaffolds and elicits higher order
thinking.
3. _____Students demonstrate higher order thinking
4. _____Think aloud
5. _____Compare, Contrast, Clarify
6. _____Bloom’s Levels
7. _____Webb’s DOK
8. _____Cognitively complex tasks
9. _____Testing and generating hypothesis
10. _____Scaffolding, Pacing, and Wait time Evident
11. _____Student responses demonstrate understanding
12. _____Providing resources and guidance
10/10/12
Marzano Model Learning Segment:
DQ3: Helping Students Practice and Deepen New Knowledge
DQ9: Communicating High Expectations for All Students
_____ High level of cognitive complexity is evident
_____ Appropriate progression of Webb’s DOK
_____Reviewing Content
_____Opportunities to practice and deepen knowledge
_____Opportunities to revise knowledge
_____Checks for understanding
_____Assignment on grade level
_____Refers to Essential Question
_____Uses appropriate terminology
______Higher-order thinking is evident
______Appropriate, purposeful homework
______Authentic student samples (projects, research, debates)
______Practicing acquired skills, strategies, and processes
______Data driving instruction (Scaffolding, Intervention)
______Rubrics and scales shared with students
______Sample papers of exemplary work
______Teacher clarifies expectations
______Probing of incorrect answers
______ Communication of high expectations
DA Element II: Lesson Planning and Delivery
Marzano Model Learning Segment:
DQ1: Communicating Learning Goals and Feedback
DQ2: Helping Students Interact with New Knowledge
Domain 2: Planning and Preparing for Lessons and Units
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______Standard/Benchmark/Learning Goal/Scale
______Objective/Essential Question/Summarizing Activity
______Vocabulary Development/Bellwork/Homework
______Instruction aligned to standards
______Gradual Release: ____I Do ____We Do ____You Do
______Lesson plans current & include multiple strategies
______Essential Question utilized
______Objective (Measurable, Clearly Stated)
______Accesses prior knowledge
______Identifying Critical Information
_____Appropriately paced
_____Allows for questioning
_____Lecture, whole group, small group, student led
_____Provides opportunities for feedback
_____Chunking content
_____Scaffolding information within lesson
_____Providing opportunities for reflection
DA Element II: Differentiated Instruction
Marzano Model Learning Segment:
Planning and Preparing for the Special Needs of Students
(ELL, Special Education, Students Lacking Support)
1. _____Instructional delivery is student specific (addresses needs,
learning styles and abilities of students)
2. _____Small group and center activities are planned to meet varied
needs Intensive ____Proficient _____Enrichment _____
3. _____Teacher scaffolds on-grade level instruction to meet the needs of
all students
4. _____Individualized instruction
5. _____Varied partner activities _____Small group ____Centers
6. _____Varied modalities addressed
7. _____Technology utilized (Research-based programs)
8. _____Leveled/ and tiered tasks
DA Element II: Instructional Tools & Materials
DA Element V: School & District Leadership
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Marzano Model Learning Segment:
Planning and Preparing for Use of Resources and Technology
_____Textbook (Current state-adopted, One per student)
_____Available & appropriate materials
_____Core instructional materials are utilized
_____Supplemental Materials
_____Manipulative
_____Lab equipment
_____Reading resource program kits
_____Intervention product
_____Computers, doc cameras, interactive white board,
overhead, calculators
10. _____Use of available resources and technology
DA Element III: Cross Content Reading and Writing
Instruction
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_____Students summarizing concepts in written form
_____Teachers provide instruction in comprehension and
vocabulary strategies
_____Students use reading and writing in multiple content
areas
_____Student writing is posted
_____Interactive word walls
_____Graphic organizers
_____Thinking Maps
_____Notebooks/Journals
_____Picture notes
_____Word mapping
_____Literacy Strategies
_____Cornell Notes
_____Models context clues
_____Before, during, and after reading strategies
_____Real-world (meaningful) connections
DA Element IV: Florida’s Continuous Improvement
Model
Marzano Model Learning Segment:
Domain 2: Planning and Preparing
Domain 3: Reflection on Teaching
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_____FAIR and Benchmark Assessments
_____Ongoing Progress Monitoring Data
_____Utilization of curriculum blueprints, task cards,
instructional focus calendars, and instructional
focus lessons
_____FCIM Benchmarks (LBAs) and Mini Assessments
_____Tutorial, Maintenance, and Enrichment Groups
_____Data Driven Instruction
_____Data Chats
_____Data Binders _____Student ______Teacher
_____Student Portfolios
_____RtI/MTSSS
_____Evaluating Lesson Effectiveness
_____Evaluating Strategy Effectiveness
_____Identifying Areas of Strength and Weaknesses
_____Deliberate practice aligned to SIP and student data
Marzano Model Learning Segment:
Domain 4: Collegiality and Professionalism
______School and district leadership provide teachers with
guidance and modeling in the classroom designed to
improve instruction
2. ______School’s master schedule shows opportunity for
common planning periods amongst instructional staff
to promote Lesson Study, PLCs, and data chats.
3. ______Demonstration Classrooms
4. ______Professional Learning Communities
5. ______Lesson Study Teams
6. ______SAC Involvement
7. ______Student Clubs and Activities
8. ______Mentoring and Coaching
9. ______Support of School and District Initiatives
10. ______Systems for shared leadership
CCSS: Common Core State Standards Implementation
C² Ready Non Negotiables
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______ Use of Learning Targets/Goals
______ High Levels of Cognitive Demand
______ Increased Use of Complex Text
______ Increased Use of Non-Fiction Informational Text
______ Incorporation of Project-based learning
______ Incorporation of 21st Century Skills
______ Use of a range of writing for a variety of purposes
across all content areas
Additional Observations/Comments: