Classroom Walkthrough
Walkthrough Timeframe
It is recommended that each classroom walkthrough last 10-15 minutes.
Walkthrough Scale
NA = Not Applicable in portion of lesson observed during walkthrough
NO = Not Observed
O = Observed
The New Mexico Instructional Audit Classroom Walkthrough was developed utilizing the
following resources:
 Marrufo, E. and Romero, A. Las Cruces Public Schools Level I, II, and III
Observation Form
 Danielson, C. (2007) Enhancing Professional Practice A Framework for
Teaching
 Chicago Public Schools (2009). Resource Guide for Teachers – CPS Framework
for Teaching
New Mexico Public Education Department │Priority Schools Bureau │ Classroom Walkthrough │2013-2014
Classroom Walkthrough
School:
District:
Subject Area:
(please include program if applicable)
Observer:
Observation
Date/Period:
Grade:
Time in Class:
Number of students:
Estimated # of students on task:
How are students grouped during
walkthrough? Check all that apply
Working independently
Working in pairs
Working in small groups
Whole group
Where is the teacher during walkthrough?
Check all that apply
With individual students
With a small group
In front of the entire class
At desk
Domain 1: Planning and Preparation Demonstrating knowledge of content and pedagogy, students,
setting instructional outcomes, resources, designing coherent instruction, and student assessments.
NA NO O
Evidence
The plan and practice reflect solid
Statements of student learning, not
knowledge of the content, prerequisite
student activity.
relationships between important concepts
Learning tasks that require highand of the instructional practices specific to
level student thinking and are
the discipline.
aligned with lesson objectives.
Clarity and purpose of lesson.
Learning targets are aligned to NM adopted
Interdisciplinary connections in
standards
plans and practice.
Instructional targets are stated as
Activities aligned with the goals of
measurable and observable goals for
the lesson.
student learning.
Incorporation
of student interests
Leaning is differentiated by scaffolding
and events of the day into a lesson.
content and academic language for diverse
Outcomes of a challenging cognitive
learners.
level.
Multiple materials (textbooks,
Outcomes
differentiated for students
supplementary materials) are used to
of
varied
ability.
enhance content knowledge.
Lesson and unit plans reflect
Assessment is explicitly planned for to
important concepts in the discipline
ensure student learning outcomes.
and accommodate prerequisite
Teacher continuously assess both student
relationships among concepts and
comprehension and learning of all lesson
skills.
objectives throughout the lesson.
New Mexico Public Education Department │Priority Schools Bureau │ Classroom Walkthrough │2013-2014
Domain 2: Creating an Environment for Learning
Creating an environment of respect and rapport, establishing a culture for learning, managing classroom
procedures and student behavior, and organizing physical space.
NA NO O
Evidence
Teacher states positive, clear expectations
High expectations, supported
for student behavior prior to learning
through both verbal and nonverbal
activities that are posted at student eye
behaviors.
level and are accessible to students.
Recognition of quality.
Recognition of effort and
The teacher has explicitly established
persistence.
routines/systems for students who are
Students actively “working,” rather
prepared and ready to start learning tasks at
than watching while their teacher
the beginning of the class period to include
“works”.
for transitions to facilitate an organized
Circulating
to monitor student
classroom.
learning and to offer feedback.
Teacher moves around class visually
Smooth functioning of all routines.
scanning student’s level of academic
Little or no loss of instructional
engagement.
time.
Teacher moves around room and visually
Clear
standards of conduct, possibly
scans student’s self-regulation, interactions
posted,
and possibly referred to
with each other, and cooperation with
during a lesson.
classroom expectations.
Absence of acrimony between
Teacher gives frequent verbal and
teacher and students concerning
nonverbal positive acknowledgement to
behavior.
individual students and to class.
Reinforcement
of positive behavior.
Teacher provides students with regular
Safe
environment.
opportunities to receive and give feedback
on their learning and language.
Domain 3: Teaching for Learning
Communicating with students, using questioning and discussion techniques, engaging students in
learning, using assessment in instruction, demonstrating flexibility and responsiveness.
NA NO O
Evidence
Key vocabulary is introduced, written,
High levels of student participation
repeated and highlighted for students.
in discussion.
Questions of high cognitive
Teacher elicits responses equitably from all
challenge, formulated by both
students and allows adequate response
students and teachers.
time.
Questions with multiple correct
Teacher is able to provide feedback in a
answers, or multiple approaches
timely manner that is substantive,
even when there is a single correct
constructive, aligned to content, and
response.
specific to each student.
Suitable pacing of the lesson: neither
Teacher provides students with regular
dragging nor rushed, with time for
opportunities to receive and give feedback
closure and student reflection.
on their language and learning.
Teacher
poses questions to elicit
Teacher makes connections between past
evidence of student understanding.
learning and new concepts.
Teacher pays close attention to
Teacher visually monitors students work
evidence of student understanding.
for accuracy, and uses activities, questions,
Students
assessing their own work
clickers, gestures to periodically monitor
against
established
criteria.
students’ comprehension and
Visible
adjustment
in
the face of
demonstration of learning.
New Mexico Public Education Department │Priority Schools Bureau │ Classroom Walkthrough │2013-2014
Teacher provides opportunities for students
to apply and reflect on their new learning
by analyzing, synthesizing, and evaluating
information.
Teacher uses assessment results (informal,
formative, short cycle, quizzes, chapter
tests, etc.) to adjust daily activities to meet
the instructional needs of students.
Teacher monitors student learning by using
a variety of teaching strategies.
student lack of understanding.
Teacher seizing on a teachable
moment.
Assessment of student attainment.
Effective use of physical resources,
including computer technology, by
both teacher and student.