Appendix 12.1. Examples of Look-Fors
When visitors enter your classroom, whether for a formal observation or as a brief walk-through,
they may attend to very different things. Some may focus on what the teacher is doing, others on
what the students are doing, and some on the physical environment of the classroom.
Many observers use a list of observable behaviors to focus their attention. Some lists contain
general “look-fors” that are expected to be used throughout the school. Some of these lists are
based on specific projects (e.g., literacy, classroom management) that are being implemented.
The list of look-fors may include categories for content presentation, use of technology,
classroom management, assessment strategies, and student engagement. These lists are often
long and comprehensive. It would be virtually impossible for any single lesson or lesson segment
to exhibit all of them, but over time a picture of the classroom emerges.
Some science programs have specialized look-fors. In addition to the generic categories, there
may be categories for lab safety, student use of notebooks, and the levels of inquiry in the lesson.
Examples of science look-fors can be found on these sites:
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Denver Public Schools: Best Practices and Look Fors in Science:
http://curriculum.dpsk12.org/math_science/science/best_practices/index.html
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Reformed Teaching Observation Protocol (RTOP):
http://physicsed.buffalostate.edu/AZTEC/RTOP/RTOP_full

Science Classroom Observation
Protocol:http://cascadesolympic.mspnet.org/media/data/Science_Classroom_Observation
_Guide_REFERENCE_EDITION_4_1_.pdf?media_000000005767.pdf

Technology Integration Matrix:
http://fcit.usf.edu/matrix/matrix.php
If your school does not have a list of look-fors, the following page lists what might be on these
checklists. But remember, the most helpful part of the observation process is not checking off
items but the conversations and reflections that happen after the visit.
Examples of Look-Fors
Student Behaviors
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Performing inquiry/investigations (see Appendix 12.2 for a description)
Exhibiting safe lab behaviors
Writing
Practicing new skills
Creating original work and projects
Taking a test or quiz
Completing worksheets or study guides
Recording information in notebooks
Reading
Listening/responding to the teacher
Asking questions
Speaking to the class
Working independently
Working in groups
Working at the board or overhead projector
Using technology: __________________________________
Following classroom routines and rules
Behaving during down time or when off task
Level of Questioning or Assignments
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Rote or knowledge-level questions and activities
Higher-level questions and activities
Use of wait time
Students question and respond to each other
Teacher Behaviors
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Using lecture/direct instruction/demonstration
Leading a large-group discussion
Helping individual students
Working with groups of students
Reading to students
Circulating among students
Standing at the board or projector
Using or modeling technology: ______________________
Making connections to prior learning
Making connections to student interests
Using formative assessments
Modeling safe lab behaviors
Using bell-ringers (warm-ups, exit activities)
 Greeting students at the door
 Providing feedback
Classroom
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Learning goals/objectives posted
Safe procedures used
Safety rules posted
Routines in place for transitions
Routines in place for accessing materials
Student work on display
Use of time-management strategies
Atmosphere of mutual respect
Seating arrangement appropriate for task