Lower Moreland Township School District
Mini-Observation Form
Name
______________________________________
Building
______________________________________
Date _________________
Revised 5-09
Curriculum Clarity promoted by teacher that
Action
Observed
Teacher Action
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(These actions increase the likelihood that learning will occur.)
Clearly communicates learning tasks and relevance so that students are able to identify task and why they are doing it
Structures an activity that engages the learner with the objectives integrating new knowledge with the previous learning
Plans lessons with standards based focus where activities align with the district curriculum
Plans and delivers coherent presentation—organization, response to students, technology use, directions, groupings
Chooses instruction and assessment strategies that clearly align with learning objective
Develops meaningful focus/ Communicates clearly
Instructional Engagement evident and/or enhanced by teacher who
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Communicates high expectations for students
Expresses enthusiasm
Demonstrates knowledge of content
Demonstrates integrated knowledge of content and knowledge of students through choice, structure and/or pacing of
learning activities
Uses probing questions to clarify student understanding
Designs lesson structure that promotes student processing of the content
Engages students actively in cooperative group by structuring individual accountability and/or positive interdependence
Uses effective questioning techniques—phrasing, wait time—to engage the learners
Calls on students with and without hands up
Asks higher level questions
Structures respectful tasks for all/ differentiated instruction
Explains material in a variety of ways
Variety of instructional activities used that reinforce or further the learning goal
Delivers instruction that appeals to a variety of learning styles/Uses multi-sensory activities
Structures guided practice and independent practice appropriately
Teaches students strategies for learning, retaining and/or expressing knowledge
Monitors learning and adjusts instruction to meet student needs
Constructs rubrics, checklists and/or models to promote clarity
Employs closure that reviews learning objective and relevance
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Action
Observed
Structures an activity that engages the learner with the objective(s) employing motivation theory—level of concern,
technology, interest, novelty.
Ongoing Assessment
promoted by teacher that
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Makes use of multiple forms of assessment
Collects formative assessment data
Employs formative assessment to modify instruction
Pretests to determine level of understanding
Questions for understanding/ Checks for understanding
Uses probing questions to clarify student understanding
Gives effective feedback—timely, specific
Provides opportunities for students to model, apply, create with feedback from teacher
Uses rubrics, checklists and/or models to promote student understanding of learning goals and/or to promote self
assessment
Student Cooperation
promoted by teacher that
Teacher Action
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Notes:
(These actions increase the likelihood that learning will occur.)
Teaches classroom management components—procedures, routines, rules, consequences are firmly in place
Develops classroom community where there is “Comfortability” in classroom
Structures the classroom to support learning
Employs active participation to generate instructional management
Demonstrates “with-it-ness”
Provides positive reinforcement/ Catches students being good
Deals with departures from expected behavior promptly/ Error correction
Teaches cooperative group behavior, discussion techniques and/or partner responsibilities