Classroom Observation Form
Please attach any worksheets, lesson plans, or other resource materials provided.
Subject
Grade
Room #
Start and End
Time of
Observation
# of Students
Number of
Adults
Lesson Objective/Language Objective
Observer Name:
School Name:
Date:
Part of Class
Observed
Type of Class
 Beginning
 Middle
 GenEd  SEI
Other: ______
 End
 Pull out
Are the objective and instructional task grade-aligned
based on your professional judgment?
 Yes
What is the instructional task?
ie taking notes, participating in discussion, writing in response to prompts, lab, etc…Please note if the task changes during
your observation.
 No
 No Objective
Are the objective and instructional task aligned to a
lesson plan (if seen?)
 Yes
 No
 No Lesson Plan
What are the teacher(s) and students actually doing?
 Aligned to Objective?
 Not Aligned to Objective?
Do you see evidence of the Mission and Key Design Elements in the classroom? If so, what do you see?
Observations should be at least 20 minutes.
Please fill this form out completely prior to leaving the observed classroom.
Provide detailed evidence for each of the criteria.
Instructional practices based on high expectations for ALL students
Instruction fosters student engagement
The school’s common instructional practices are seen in classrooms; the common practices reflect high
expectations for all students.
Majority of students appear to be on-task and/or participating during most/all of the lesson; describe
instructional strategies used to create engagement.
Circle One: Exceeds
Meets
Described common instructional
practices:
□ ENTER PRACTICES
Partially Meets
Falls Far Below
Circle One: Exceeds
Meets
Partially Meets
Falls Far Below
Describe the implementation of these practices:
Diverse learning needs
Classroom environments are conducive to learning
Activities/materials/strategies are differentiated to provide support for all learners; classroom staff and
resources support diverse learning needs of students; SEI practices are evident in applicable classrooms.
Classroom climate is characterized by respectful relationships, behaviors, tones, and discourse;
well-organized; learning time is maximized for all students; safety; use of expected behavioral
system/interventions where appropriate (if seen).
Circle One: Exceeds
Meets
Partially Meets
Falls Far Below
Circle One: Exceeds
Meets
Described strategies to support diverse learners:
□ ENTER STRATEGIES
Groupings:
Modalities:
Student
Voice:
 Whole Class
 Visual
 Rare
 Small Groups
 Auditory
 Occasional
 Pairs
 Kinesthetic
 Frequent
 Independent
 Technology
 Dominant
Described behavioral interventions:
□ ENTER INTERVENTIONS
Partially Meets
Falls Far Below