Rev. 9/2011
1
0
Some
Evidence
No
Evidence
Observations
2
Strong
Evidence
1) Complete Part I.
Inclusive Classroom Observation Checklist
2) If a co-taught class,
Teacher(s): Mr. Connor and Ms. Knapp
Subject: Science
also complete Part II.
Date: September 19, 2012
Time: 8:50am
Essential Question: How is scientific knowledge generated or explained?
Essential Question: Summarize that a method is devised to test the validity of prediction and inferences.
Summarize and evaluate sources of information by contributing to the water research project.
Part I - Inclusive class
1) Instruction is presented in
multiple ways, allowing students to
access resources as needed.
 Auditory □ Kinesthetic
 Visual
□ Tactile

2) Differentiated strategies are used
to meet the range of learning needs.
□ Process
□ Product
□ Content (only if on IEP)

3) Student understanding is assessed
in multiple formats.

4) Accommodations and/or
modifications are evident.
Language scaffolds are provided
when necessary (ELL).
5) Assignments and lessons are
aligned to the general education
curriculum and delivered to all
students.
6) Learners are actively engaged by
participating meaningfully in class
activities, including cooperative
learning.

Comments
Effective Techniques
Teachers presented
information in auditory and
visual formats. Teachers
taught reading skills by having
students use color pencils to
highlight the information in
the paragraph that supported
the answer. They teacher used
a “think aloud” to model to
students how to find the
information.
Considerations
Consider providing students a
sticky note(or portion of their
paper) where they can draw an
image that will help them make
a visual connection with the
difference between quantitative
and qualitative observations.
Consider providing some
students highlighted portions of
the text to support reading
comprehension.
Teachers utilized questioning
of students to ensure they
mastered the material in the
reading passage.
Clarification of Directions

Teachers posts the essential
questions and objectives for
student learning.

Teachers effectively designed
a lesson used structures to
ensure that all students were
engaged in the lesson.
Engagement Check:
8:50 18 out of 18 (reading)
7) Questions are posed at a variety
of levels to all students
(Remembering, Understanding,
Applying, Analyzing, Evaluating,
Creating).

Teachers used a variety of
questioning techniques with
students. Students were
working on a variety of levels
of blooms. Students were
asked to compare and contrast.
Observer_______________________________________________ Date _____________
Inclusive Classroom Observation Checklist
8) Content and language instruction
are integrated to meet the needs of
English language learners.
Point totals in Part I
13–16 points = Advancing
Question Tally: Remembering:
Analyzing:
Total Score =_____11_________
8-12 points = Developing
0–7 points = Emerging
Understanding:
Applying:
Evaluating:
Creating:
:
Observer_______________________________________________ Date _____________
Rev. 9/2011
2
1
0
Some
Evidence
No
Evidence
Observations
Strong
Evidence
Inclusive Classroom Observation Checklist
Effective Techniques
Part II - Co-taught class
1) Both teachers move freely
throughout the classroom and
support all students.
2) Both teachers deliver
instruction of content and
language, and interject ideas for
content or language clarification
3) Both teachers share
management of classroom
behavior.
Comments



Teachers effectively worked
with students to clarify
knowledge.
Teachers effectively motivate
all students by instilling a
willingness to learn, try and
persevere. In addition,
teachers established a safe and
positive classroom
environment.
4) Both teachers are actively
involved in the assessment
process, and use data to adjust
instruction.
5) The class moves smoothly with
evidence of co-planning and
communication with co-teachers.


Both teachers seem aware of
the days lessons.
6) Various models of co-teaching
are utilized.

□ Stations □ Alternative
□ Parallel □ Teaming
□ One lead/One collect data
 One lead/One support
Point totals in Part II
10-12 points = Advancing
Sidebar conversation tally =
Considerations
Consider using the alternative
teach method to pre-teach
important concepts.
Total Score =_____7_________
6-9 points = Developing
0–5 points = Emerging
Co-Planning Time: __yes ___no
Observer_______________________________________________ Date _____________