REACH! Partnership Peer/ILT Walks
Date:
Content:
# of students:
Teacher:
Observer:
Enter Time:
Exit Time:
Learning Target Posted:
YES
NO
Stated Learning Target:
Learning Environment:
Classroom ManagementEngagement:
Structure of Learning
Environment:
Bloom’s Taxonomy
Evidence of PLC Strategy
being Implemented
The students were:






Essential Learning is communicated
Student work is on display (Exemplars)
Room is organized for easy movement
Explicit teaching (GRR)
Formative Assessment (Check for Understanding)
Students know what to do and when to do it
(Expectations)
 Teacher uses prompts or signals to focus instruction
(Attention)
 Teacher moves purposefully around the classroom
(Proximity)
 Teacher offers times for beginning and ending tasks
(Time Limits)
 Teacher uses clear, effective tone and verbiage (voice)
 Questions are phrased so all students respond
 Individual seat work
 Partners
 Small group
 Whole group instruction
 Remembering
 Understanding
 Applying
 Analyzing
 Evaluating
 Creating
YES
NO
(Rich and Rigorous Conversation- Qtr 1); see details below
 Taking a quiz-test
 Writing- creating original work
 Completing an assignment- worksheet
 Reading






Using technology
Presenting to class
Listening to teacher
Transition between activities
In class downtime
Other: ____________________________
Number of students OFF
task:
Comments-Questions
Keepers:
Polishers- Wondering:
Indicators of PLC
Prepared by:
Takisha Lindsay
MS Instructional Coach
Classroom Environment
 Desks arranged to facilitate student discussion
 Academic vocabulary is displayed in charts or word walls
 Expectations and norms for how students engage in
discussions are posted or displayed
 Language frames are accessible to students
Teacher Actions
 Teacher models academic language and grammar
 Teacher models how to engage with texts and tasks
 Teacher has structures for student collaboration
Student Actions
 Students are engaged in discussions with their peers
 Students use structures for student collaboration
 Students discussions are meaningful and evidence-based
 Students speak academically