Sample Lesson
Observation Guide
Applicant’s Name:
Position Applying For:
Observer(s):
Campus:
Date:
The Sample Lesson Observation Guide and Rubric were customized and developed by Business Impact Associates (Houston, TX)
for the exclusive use of IDEA Public Schools. For further information please contact Monica Vergara at 713-429-4028.
SAMPLE LESSON EVALUATION CHECKLIST
Candidate’s Name:
Date:
Notes
Observer:
Possible Indicators
INSTRUCTIONAL PLANNING
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Objective for lesson is student-centered and measurable
Lesson contains appropriate activities to reach objectives
Lesson contains appropriate activities to assess student mastery of objective(s)
Lesson includes a variety of activities to address different learning styles
Lesson allows adequate time for instructional activities (guided/independent practice)
Lesson plan is organized and logically sequenced
INSTRUCTIONAL DELIVERY
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Objective for lesson is posted and clearly articulated to students
Lesson opening engages students and clearly communicates expectations for class
Presentation of material is clear, organized, and error-free
Voice is clearly audible throughout classroom
Uses correct syntax, spelling and grammar throughout lesson and materials
Lesson is appropriately paced (balance of instructional time with student participation)
Anticipates student misunderstandings and presents the material in a variety of ways
Adequate checks for understanding to ensure student mastery of objective(s)
Asks open-ended, higher-order-thinking questions
Provides adequate “wait time” before calling on/ responding to students
Gives reinforcement and feedback that encourages student engagement
Appropriate and effective transitions between activities
Lesson closing encourages students to explain key points of lesson and its relevance
CLASSROOM MANAGEMENT
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Attends to all areas of the classroom to encourage participation and manage behavior
Manages student behavior proactively and authoritatively in a firm, respectful tone
Redirects off-task behavior in a consistent and timely manner
Challenges students to do their best during activity and throughout lesson
CLASSROOM CULTURE
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Sets positive, upbeat tone
Handles frustration or setbacks in stride (if encountered)
Articulates high expectations for student achievement (i.e. ambitious learning objectives)
Promotes a sense of urgency for classroom performance and learning
Encourages tolerance, respect, and patience in all classroom interactions
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Candidate’s Name:
Years Teaching:
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Experienced
Observer:
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Inexperienced
Date:
Evaluation Form – SAMPLE LESSON
Categories
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Instructional Planning
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Instructional Delivery
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Classroom Management
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Classroom Culture
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Reflection
(verbal or in writing)
Unacceptable
Acceptable
Outstanding
0 points
2 points
3 points
TOTAL
o
Scoring: Candidate must score a minimum of 11 points in order to pass the Sample Lesson.
That is, at least 1 category must be “Outstanding” while the rest must be “Acceptable”.
Comments:
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
Final Decision:
□ ACCEPT
□ REJECT
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SAMPLE LESSON RUBRIC
INSTRUCTIONAL PLANNING (Ambition, Written Communication, Decision Making, Creativity, Follow Through)
OUTSTANDING – Lesson plan provides clear and strong evidence of careful and well-thought out planning. To begin with, the lesson plan is organized and
logically sequenced. With regard to the actual content of the lesson: The objective is student-centered and measurable. Moreover, the connection between
objective and activities is clearly evident and effective. In addition, activities clearly maximize student engagement and assess student mastery of objectives.
Finally, the lesson includes a variety of activities to address different learning styles as well as adequate time for instruction (a balance of guided and
independent practice.)**
ACCEPTABLE – Lesson plan provides clear evidence of careful and well-thought out planning. To begin with, the lesson plan is organized and logically
sequenced. With regard to the actual content of the lesson: The objective is student-centered. The lesson plan demonstrates clear attempts to establish
connections between instructional activities and objective. The lesson plan also demonstrates efforts to select appropriate instructional activities to maximize
student engagement. In addition, the lesson provides adequate time for instruction (a balance of guided and independent practice). However, the lesson plan
may not include or lack proficiency in planning for: a measurable objective, ways to assess student mastery of objectives, and/or a variety of activities to
address different learning styles**
UNACCEPTABLE – Lesson plan provides clear evidence of insufficient, minimum, or poor planning. To begin with, the lesson plan lacks organization and/or
logical sequence. With regard to the actual content of the lesson: the objective is not clearly stated, the lesson plan lacks appropriate activities to reach
objectives or fails to fully indicate the connection between activities and objective. The lesson also fails to provide adequate time for instruction (putting more
emphasis on guided versus independent practice or vice versa). Finally, the lesson may include, but poorly or insufficiently plan for: ways to assess student
mastery of objectives, ways to maximize student engagement, and/or a variety of activities to address different learning styles**
**The lesson plan may involve a variety of activities including the use of technology and/or purposeful group work as strategies for engaging or assessing
students. However, the key is the extent to which these activities connect with the objective of the lesson in a clear, effective, and logical manner.
INSTRUCTIONAL DELIVERY (Ambition, Teamwork, Communication Skills, Decision Making, Creativity, Motivating Others, Follow Through)
OUTSTANDING – Execution of lesson plan provides clear and strong evidence of proficiency in instructional delivery. To begin with, objective
for lesson is posted and clearly articulated to students, lesson opening and initial activities effectively engage students, and voice is audible
throughout classroom. Overall, presentation of material is clear, organized, and error-free (including spelling and grammar), lesson is
appropriately paced, there is a balance of instructional time with student participation, and effective transitions between activities. Also,
throughout lesson, candidate gives reinforcement and feedback that encourages student engagement. During lesson, candidate displays all or
most of these abilities in a proficient manner: effectively connects activities to objectives, presents the material in a variety of ways to
address different learning styles and/or student misunderstandings, uses adequate checks for understanding to ensure student mastery of
objectives (i.e. gives assignments that enable students to demonstrate what they know), asks higher-order-thinking questions, provides
adequate “wait time” before calling on/responding to students, uses effective strategies to involve all students in the class (i.e. cooperative
and/or hands-on learning), or encourages students to explain key points of lesson and its relevance outside of class.
ACCEPTABLE – Execution of lesson plan provides clear evidence of beginner to intermediate proficiency in instructional delivery. To begin
with, objective for lesson is posted and clearly articulated to students and voice is audible throughout classroom. Overall, presentation of
material is clear, organized, and error-free (with none or few spelling and grammar errors). During lesson, candidate displays some of these
abilities in a proficient manner: engaging lesson opening, appropriate pace, balance of instructional time with student participation, effective
transitions between activities, reinforcement and feedback to encourage student engagement. Candidate may not display or lack proficiency
in: effectively connecting activities to objectives, using a variety of ways to address different learning styles and/or student
misunderstandings, providing adequate checks for understanding to ensure student mastery of objectives (i.e. gives assignments that enable
students to demonstrate what they know), asking higher-order-thinking questions, allowing adequate “wait time” before calling on/responding
to students, using effective strategies to involve all students in the class (i.e. cooperative and/or hands-on learning), or encouraging students
to recap concepts learned at lesson closing.
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UNACCEPTABLE – Execution of lesson plan provides clear evidence of lack of proficiency in most aspects of instructional delivery. To begin with, objective
for lesson is not posted or not clearly articulated to students. Voice is not clearly audible throughout classroom. Overall, presentation of material is unclear or
disorganized and/or containing significant errors in content or grammar and spelling. During lesson, candidate displays some of these abilities poorly or not at
all: engaging lesson opening, effectively connecting activities to objectives, appropriate pace, balance of instructional time with student participation,
effective transitions between activities, reinforcement and feedback to encourage student engagement. Candidate may not display or lack proficiency in:
using a variety of ways to address different learning styles and/or student misunderstandings, providing adequate checks for understanding to ensure student
mastery of objectives (i.e. gives assignments that enable students to demonstrate what they know), asking higher-order-thinking questions, allowing
adequate “wait time” before calling on/responding to students, using effective strategies to involve all students in the class (i.e. cooperative and/or hands-on
learning), or encouraging students to recap concepts learned at lesson closing.
CLASSROOM MANAGEMENT (Presentation Skills, Decision Making, Creativity, Motivating Others, Follow Through)
OUTSTANDING – Sample lesson provides clear and strong evidence of proficiency in classroom management. During lesson, candidate
displays all or most of these abilities in a proficient manner: attends to all areas of the classroom to encourage participation/ check on
students’ work/ answer questions/ manage behavior; manages student behavior proactively and authoritatively in a firm, respectful tone;
redirects off-task behavior in a consistent and timely manner; establishes and upholds routines, rules or practices to promote positive student
behavior; addresses concerns in an appropriate, fair, and consistent way; uses hints or prompts to indicate what should occur (expected
behavior); uses student-centered instruction as a motivator throughout lesson (i.e. requests student input frequently to further illustrate or
clarify concepts).
ACCEPTABLE – Sample lesson provides clear evidence of beginner to intermediate proficiency in classroom management. During lesson,
candidate displays some of these abilities in a proficient manner: attends to all areas of the classroom to encourage participation/ check on
students’ work/ answer questions/ manage behavior; redirects off-task behavior in a consistent and timely manner; addresses concerns in an
appropriate, fair, and consistent way. Candidate may not display or lack proficiency in: using student-centered instruction as a motivator
throughout lesson (i.e. requests student input frequently to further illustrate or clarify concepts), using hints or prompts to indicate what
should occur (expected behavior), managing student behavior proactively and authoritatively in a firm, respectful tone, and/or establishing
and upholding routines, rules or practices to promote positive student behavior.
UNACCEPTABLE – Sample lesson provides clear evidence of lack of proficiency in most aspects of classroom management. During lesson,
candidate displays some of these abilities poorly or not at all: attends to all areas of the classroom to encourage participation/ check on
students’ work/ answer questions/ manage behavior; redirects off-task behavior in a consistent and timely manner; addresses concerns in an
appropriate, fair, and consistent way. Candidate may not display or lack proficiency in: using student-centered instruction as a motivator
throughout lesson (i.e. requests student input frequently to further illustrate or clarify concepts), using hints or prompts to indicate what
should occur (expected behavior), managing student behavior proactively and authoritatively in a firm, respectful tone, and/or establishing
and upholding routines, rules or practices to promote positive student behavior.
CLASSROOM CULTURE (Ambition, Presentation Skills, Decision Making, Creativity, Optimism, Motivating Others, Follow Through)
OUTSTANDING – Sample lesson provides clear and strong evidence of proficiency in classroom culture. At the outset and throughout lesson,
candidate creates a positive climate so students are excited about learning and sets a tone, through his/her actions, that assures students
that the classroom is a safe place to grow both academically and socially. He/she appears friendly and confident and seeks to understand
students. To these ends, candidate displays all or most of these abilities in a proficient manner: influences students’ attitudes toward the
subject by demonstrating enthusiasm for learning and for his/her subject area, articulates high expectations for student achievement (i.e.
ambitious learning objectives), conveys confidence in their abilities (i.e. “you can do it” attitude), promotes a sense of urgency for classroom
performance and learning, displays and encourages tolerance, respect, and patience in all classroom interactions, handles frustration or
setbacks in stride (i.e. repeats explanations of concepts as needed in a calm manner).
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ACCEPTABLE – Sample lesson provides clear evidence of beginner to intermediate proficiency in classroom management. At the outset and throughout
lesson, candidate creates a positive climate so students are excited about learning. He/she appears friendly and confident and seeks to understand students.
Candidate displays some of these abilities in a proficient manner: demonstrates enthusiasm for learning and for his/her subject area, articulates high
expectations for student achievement (i.e. ambitious learning objectives), displays and encourages tolerance, respect, and patience in all classroom
interactions, handles frustration or setbacks in stride (i.e. repeats explanations of concepts as needed in a calm manner). Candidate may not display or lack
proficiency in: conveying confidence in students’ abilities (i.e. “you can do it” attitude), promoting a sense of urgency for classroom performance and learning,
or in general, setting a tone, through his/her actions, that assures students that the classroom is a safe place to grow both academically and socially.
UNACCEPTABLE – Sample lesson provides clear evidence of lack of proficiency in most aspects of classroom management. At the outset and throughout
lesson, candidate struggles or fails to create a positive climate so students are excited about learning. He/she may appear friendly but lacking confidence
and/or be unable to connect with students. Candidate displays some of these abilities poorly or not at all: demonstrates enthusiasm for learning and for
his/her subject area, articulates high expectations for student achievement (i.e. ambitious learning objectives), displays and encourages tolerance, respect,
and patience in all classroom interactions, handles frustration or setbacks in stride (i.e. repeats explanations of concepts as needed in a calm manner).
Candidate may not display or lack proficiency in: conveying confidence in students’ abilities (i.e. “you can do it” attitude), promoting a sense of urgency for
classroom performance and learning, or setting a tone, through his/her actions, that assures students that the classroom is a safe place to grow both
academically and socially.
REFLECTION (verbal or in writing) (Written Comm., Self-Development, Decision Making, Creativity, Motivating Others, Follow Through)
OUTSTANDING – Lesson objective – Clearly explains main objective of the lesson, connections to lesson sequence and assessments. Provides measurable
evidence of student mastery of objectives. Lesson plan – Openly and accurately recognizes strengths and weaknesses in activities, assessments, and
materials used. Evidence of such strengths/weaknesses is both valid and measurable. Lesson modifications - Suggests effective and creative modifications
for improving mentioned weaknesses or other areas of lesson. Provides effective action steps to address students who did not meet objectives. Lesson
follow-up – Provides logical and detailed suggestions for follow-up. Ideas suggest a clear understanding of the role this lesson plays in the larger context of
the subject matter. Follow-up outlines the topic, ideas for direct instruction and several checks for understanding. Student behavior – Openly and accurately
recognizes strengths/weaknesses in terms of student behavior and student interactions. Evidence of such strengths/weaknesses is both valid and measurable.
Clearly identifies desired student behavior and steps to obtain it. Changes – Suggests valid and creative ways for improving student behavior and student
interactions.
ACCEPTABLE – Lesson objective – Clearly explains main objective of the lesson, connections to lesson sequence and assessments (if any). Conveys prior
consideration or some evidence of student mastery of objectives. Lesson plan – Openly recognizes strengths and weaknesses in activities, assessments, and
materials used. Provides valid evidence of such strengths/weaknesses. Lesson modifications - Suggests various modifications or ways of improving
mentioned weaknesses or other areas of lesson. Provides reasonable action steps to address students who did not meet objectives. Lesson follow-up –
Provides logical suggestions for follow-up. Ideas suggest a clear understanding of the role this lesson plays in the larger context of the subject matter.
Follow-up outlines the topic, ideas for direct instruction and at least one valid check for understanding. Demonstrates willingness and potential for
improvement, though suggestions may not necessarily be the most effective or adequate. Student behavior – Openly recognizes strengths/weaknesses in
terms of student behavior and student interactions. Provides valid evidence for such strengths/weaknesses. May clearly identify desired student behavior and
steps to obtain it. Changes – Suggests ways for improving student behavior and student interactions. Demonstrates willingness and potential for
improvement, though suggestions may not necessarily be the most effective or adequate.
UNACCEPTABLE – Lesson objective – Clearly explains main objective, but is unable to demonstrate connections with lesson sequence or assessments (if
any). Also unable to demonstrate student mastery of objectives in a valid or convincing manner. Lesson plan – Fails to recognize, dismisses, or inaccurately
identifies strengths and weaknesses in activities, assessments, and materials used. Provides general or no evidence for such strengths/weaknesses. Lesson
modifications - Believes there’s no need for change/improvement or suggests ineffective ways for improving lesson’s weaknesses (as stated by self or
observer) or addressing students who did not meet objectives. Lesson follow-up – Provides inadequate or disjointed suggestions for follow-up. Indicates an
unclear or less than adequate understanding of the role this lesson plays in the larger context of the subject matter. Follow-up may outline the topic, ideas
for direct instruction and checks for understanding. Student behavior – Fails to recognize, dismisses, or inaccurately identifies strengths/weaknesses in terms
of desired student behavior and student interactions. Provides general or no evidence for such strengths/weaknesses. Changes – Believes there’s no need for
change/improvement or suggests ineffective ways for improving student behavior and student interactions.
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IDEA Competencies as Defined and Measured by The Big Five Profile
Ambition
Achievement
Has a strong sense of career
Has a sense of vision and purpose
Wants to have impact and influence; committed to making a difference
Instructional Planning, Inst. Delivery, Classroom Culture**
Teamwork & Coop
Building Relationships
Able to subordinate personal needs to team success
Is willing to follow or lead based on the team's need; is approachable
Committed to building the spirit of the team; genuinely enjoys being part
of the team
Instructional Delivery
Presentation Skills
Communication (Verbal)
Shows confidence when in front of groups; little or no evidence of
self-consciousness or discomfort
Enjoys being the spokesperson for the team and handling questions
Takes pride in making an effective presentation with appropriate media
Instructional Delivery, Classroom Mgmt, Classroom Culture
Written Communication
Communication (Written)
Has the habit of taking the time and effort to put thoughts into writing
Is concise and descriptive, keeping the reader in mind
Keeps on top of regular written documentation
Instructional Planning, Inst. Delivery, Reflection
Self Development
Constant Learning
Uses all available resources for personal improvement; seeks
opportunities to learn
Seeks and uses feedback; is open to criticism
Non-defensively assesses own strengths and weaknesses
Reflection
Decision Making
Critical Thinking
A reputation for high quality decisions
Does not put off decisions inappropriately
Seldom changes mind--decisions that stick
All 5 Areas of Performance (Sample Lesson)
Creativity
Innovation
Personally adds value to any task
Is innovative and resourceful
Can dream up new ideas and/or strategies
All 5 Areas of Performance (Sample Lesson)
Optimism
Optimism
Accepts failure as temporary and points to future success
Accepts credit for successes
Resists taking failure personally
Classroom Culture
Motivating Others
Motivating Students
Brings out the best in people
Gives recognition to others in a fair and consistent manner
Genuinely cares about other people
Instr. Delivery, Classroom Mgmt, Culture, Reflection
Follow Through
Perseverance
Focus remains on priorities; perseveres; delivers
Doesn't let the details fall between the cracks
Stays with a project through its conclusion
All 5 Areas of Performance (Sample Lesson)
**Indicates Areas of Performance within Sample Lesson where each IDEA Competency plays a role.
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