STANDARDS-BASED CLASSROOM OBSERVATION INSTRUMENT
This instrument is designed to assess the extent to which teachers engage in classroom practices consistent with “standards-based” teaching.
Part 1: Check the specific behaviors you see during an observation period, making note of specific examples for review. Check as many as apply.
Communicating what is to be learned
Makes clear to students what they are expected to
learn using the language of the standards (1F)
Organizes and sequences content to increase student
learning (5E)
Makes clear to students the level of performance
expected and their ability to achieve it (2A)
Clearly conveys to students the importance of the
content to be taught
--------------------------------------------------------Students specifically reference standards and essential
questions
Students utilize organization tools to guide how they
think about content
Aligning and varying instructional activities
Clearly aligns instructional activities to GPS (1F, 5B)
Adjusts and varies instruction to meet students’
needs, i.e. learning progress, strengths, styles (3F)
Designs instruction and performance tasks to ensure
higher order thinking of students (2A)
Adaptations are evident for exceptional learners (5D,
2B, 2E)
---------------------------------------------------------Students practice skills and procedures they are
expected to demonstrate
Students use new words and concepts in reading,
writing and conversations
Delivering and varying content
Communicates content accurately and effectively,
specifically referencing standards and essential
questions (5B, 3G)
Connects content to real-life situations (3E, 2D, 1D)
Connects content to other concepts already learned
and other content curriculum (1D)
Presents new vocabulary in context of the standard
and concept being taught (5b, 1F)
Identifies and addresses misconceptions (1A)
-------------------------------------------------------Students explain standards in their own words
Students can apply content to new learning and relate
it to real-life applications
Assessing student learning and progress
Determines what students already know with respect
to the lesson or activity (4B, 4C)
Uses a variety of ways to regularly check students’
understanding during teaching (4D)
Shares examples to let students know what is
expected in their work (4F)
Evaluates students’ work in a consistent manner (4E)
Gives clear, direct feedback as to how students are
doing and how they can improve (teacher
commentary) (4D)
---------------------------------------------------------Students are engaged in self- and peer- assessment
and feedback
Students identify how their work meets standards,
identifying next steps
Creating a classroom environment for learning
Provides a positive, learning focused classroom
environment (3E)
Utilizes strategies that reinforce appropriate behavior
(3C, 3A)
Articulates procedures and expectations clearly (3C)
Monitors and manages individual and group behavior
to maximize learning for all students (3C)
Manages time and resources to maximize learning (3B,
3C)
Resolves conflicts quickly and effectively(6F)
-------------------------------------------------------Students utilize procedures effectively
Students manage their behavior consistent with
expectations
Engaging students in learning
Varies instructional delivery modes, i.e., whole group,
small group, paired and independent (5E)
Groups and regroups students based on
understanding of content and/or to support
cooperative learning (3A, 2E)
Arranges classroom space in order to provide a
supportive, inviting context for learning (3B)
--------------------------------------------------------Students are engaged in self-directed learning
Students identify personal learning goals and assess
progress in achieving them
Students ask clarifying questions
Students help other students with their learning and
assist their teacher as needed or requested
Teacher Observed _____________________________________________ Observer ____________________________________________
Class Observed ___________________ Course/Grade ____________________ Date _______________ Time_______________
GPS Standard:
Instructional Delivery Mode(s) Observed
□ Whole group
□ Small group
□ Paired
□ Independent
Other:
Notes:
What went well?
Instructor’s Role(s) Observed
□ Facilitator
□ Lecturer
□ Monitoring student progress
□ Modeling or demonstrating
Other:
Post Observation Conference
Identified areas improvement
Student Engagement Observed
□ Textbook/worksheet activities
□ Higher order responses
□ Performance tasks
□ Recall activities
□ Discussions
□ Listening
Other:
Actions to be taken
Planning
Execution
Results
Teacher _________________________________________ Teacher’s Signature _____________________________________ Date __________________
Observer ________________________________________ Observer’s Signature ____________________________________ Date __________________
STANDARDS-BASED CLASSROOM OBSERVATION INSTRUMENT
Summative Classroom Observation Form
Observations Date/Time
(3 required*)
*
Course/Content/Topic
Observation Record
Post Observation
Conference Date/Time
Actions
*
*
Part II: Based on a minimum of three classroom observations, provide a rating on each of the dimensions listed below:
Guiding Questions for Standards-based Teaching Observations
1.
How well did this teacher communicate to all students what was to be learned?
(1F, 5E, 2A)
2a. How well did this teacher align instruction and activities with communicated outcomes?
(1F, 5B)
2b. How well did this teacher vary strategies, activities, and/or material for students?
(3F, 2A, 5D, 2B, 2E)
3.
How well did this teacher promote understanding and exploration of meaning within or across disciplines?
(5B, 3G, 3E, 2D, 1D, 1F, 1A)
4a. How well did this teacher assess/monitor student progress in learning and adapt
instruction accordingly? (4B, 4C, 4D, 4E, 4F)
4b. How well did this teacher provide feedback to students about their work? (4D, 4F))
5.
6.
How well did this teacher create a classroom environment to maximize learning?
(3A, 3B, 3C, 3E, 6F)
How well did this teacher engage students in classroom learning? (5E, 3A, 2E, 3B)
Needs
Improvement
Emerging
Proficient
Exemplary
Continuum of Teaching Practices
Domain 1: Content & Curriculum: Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels.
Attribute 1A. Demonstrates
content knowledge in teaching
area
Needs Improvement
Does NOT demonstrate content
knowledge in teaching
area

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
Attribute 1D: Applies and
connects curriculum to
related subjects and
students’ lives.
Attribute 1F: Aligns content and
curriculum with state and national
content area
standards
Does NOT apply and connect
curriculum to
related subjects and
students’ lives.
Does NOT align content and
curriculum with state and national
content area
standards
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Emerging
utilizes assigned text in
lessons.
addresses content
prescribed in state
standards during lessons.
activities appropriate to the
grade level and content
area.
emphasizes the content
contained in the course
syllabus.



lesson content rarely
integrated with other
subjects.
connects lessons to other
subjects when guided by
colleague/trainer.

lesson plan content is
aligned with state and
national standards
lesson content implemented
consistently with state and
national content standards
for overall class.

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
Proficient
supplements current text
based on understanding of
the content needed for
overall class success
prioritizes state standards to
focus on content needed
most by students
adapts curriculum content to
provide enhanced
opportunities for class


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
occasionally adapts
curriculum materials based
on the needs of
individual students
occasionally seeks materials
in response to own or
students’ needs.

lesson plan content is
aligned with state and
national standards and
accounts for group needs
lesson content implemented
consistently with state and
national content standards
for group needs

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Exemplary
adapts planning to address
individual student content
learning needs.
adapts instruction
dynamically to address
individual student content
learning needs.
demonstrates advanced, in
depth content knowledge
implements novel
approaches to lesson
content
demonstrates deep
understanding of curriculum
materials in professional
practice
routinely integrates content
across subject areas
routinely integrates related
content relevant to individual
students
develops curriculum
materials that are aligned
with state and national
standards
implements lesson content
aligned with state and
national standards to
address individual student
content needs
Domain 2: Knowledge of Students & Their Learning: Teachers support the intellectual, social, physical, and personal development of all students.
Attribute 2A: Supports all
students in attaining
challenging achievement
goals.
Does NOT support all students in
attaining
challenging achievement
goals.


sets achievement goals for
all students
activities emphasize similar
approaches across class.

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
Attribute 2B: Supports
student development based on
readiness.
Does NOT support student
development based on readiness.

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
Attribute 2D: Accesses and uses
student data and
related information about
the students’ lives both
inside and outside of class.
Does NOT access and use
student data and
related information about
the students’ lives both
inside and outside of class.
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

planning reflects readiness
attributes (intellectual, social,
physical, and personal)
typical of overall class or
grade level.
Activities consistent with
overall class/grade
development assessment.
Accepts responsibility for
class performance
lesson plans include
age/grade-appropriate
approaches to instruction
implements instruction
consistently to the class as a
whole
rarely incorporates class
interests or cultural heritage
for
the class as a whole



Revises achievement goals
based on overall class
performance
Occasionally demonstrates
multiple activities to support
attainment of established
goals.
Occasionally encourages
and sustains individual
student motivation to
accomplish
challenging goals

occasionally demonstrates
adaptations of planning
based on exceptions to
readiness assessment.
Occasionally implements
alternative approaches for
students based on individual
student differences
Provides activities that
promote student success

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
occasionally utilizes
individual student data for
general planning purposes
occasionally utilizes
anecdotal records to
establish positive rapport
with a student or family
occasionally adapts planning
and instruction based on
individual and class student
data



establishes individual
achievement goals based on
individual student progress
and
needs
Achievement goals reflect
student initiative and input
Modifies achievement goals
based on individual student
progress
Routinely encourages and
sustains individual student
motivation to accomplish
challenging goals
routinely demonstrates
adaptations of planning
based on exceptions to
readiness assessment.
routinely implements
alternative approaches to
accommodate individual
student differences
provides both activities that
promote student success
and activities that challenge
students to excel to their
individual potential
routinely plans for alternative
approaches based on
individual
student differences or
needs.
routinely implements
alternative approaches to
address individual student
differences.
routinely incorporates
individual student interests
or cultural heritage in
planning and
instruction.
routinely adapts lessons
based on individual
Attribute 2E: Adapts
instruction based on individual
student development, readiness,
learning styles, and special
needs.
Does NOT adapt instruction based
on individual student
development, readiness, learning
styles, and special needs.



lesson plans include
age/grade-appropriate
approaches to instruction
implements instruction
consistently to the class as a
whole
rarely incorporates class
interests or cultural heritage
for the class as a whole



occasionally plans for
alternative approaches
based on group differences
or needs.
occasionally implements
alternative approaches
based on group differences
or needs.
occasionally incorporates
group interests or cultural
heritage in planning and
instruction.




differences and needs to
meet the needs of individual
students
routinely plans for
alternative approaches
based on individual
student differences or
needs.
routinely implements
alternative approaches to
address individual student
differences.
routinely incorporates
individual student interests
or cultural heritage in
planning and
instruction.
routinely adapts lessons
based on individual
differences and needs to
meet the needs of
individual students
Domain 3: Learning Environments: Teachers create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
Attribute 3A: Establishes a
participatory, democratic learning
community.
Does NOT establish a
participatory, democratic
learning community.


Attribute 3B: Engages
students in learning tasks
through the effective
management and allocation of
classroom resources.
Does NOT engage students in
learning tasks
through the effective
management and allocation of
classroom resources.


rarely plans for student
participation in class
activities or decision making.
learning environment
addresses the common
needs of students in class.
supports student learning
tasks using
provided/required
resources.
uses the same classroom
resources for entire class.




occasionally plans for
student participation in class
activities or decision making.
learning environment
occasionally addresses the
needs of individual students.
occasionally varies the
learning tasks and
resources.
occasionally modifies
learning tasks and resources
based on
emergent opportunities.

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
routinely plans for student
participation in class
activities or decision making.
routinely adapts learning
environment to address the
needs of all students.
routinely provides varied
learning tasks and resources
based on individual student
interests and needs.
routinely varies the
classroom management
approach based on
emergent opportunities and
classroom activities.
modifies approaches and
resources based on
individual
student interests and needs.
Attribute 3C: Demonstrates
effective classroom management.
Does NOT demonstrate effective
classroom management.
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Attribute 3E: Establishes
and maintains a culturally
responsive classroom
reflecting differences in
student backgrounds.
Does NOT establish and maintain a
culturally
responsive classroom
reflecting differences in
student backgrounds.


classroom management
aligned with school/district
policy.
communicates expected
student behaviors and
consequences.
organizes the learning
environment according to
her/his preferences.
applies classroom
management rules and
guidelines consistently
uses the same classroom
management for entire
class.
lesson plans rarely include
evidence of diverse cultural,
religious heritage associated
with the school and
community.
activities rarely reflect
differences in cultural,
religious heritage associated
with the
school and community.

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
occasionally adjusts planned
teaching activities
appropriately
to address disruptive
behavior.
.occasionally modifies the
learning environment based
on students’ needs.
occasionally applies
classroom management
rules differently
based on individual student
needs.

lesson plans occasionally
include evidence of diverse
cultural, religious heritage
associated with the school
and community
activities occasionally reflect
differences in cultural,
religious heritage associated
with the school and
community.

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Attribute 3F: Utilizes
resources to support
students’ academic,
emotional and physical
learning needs.
Does NOT utilize resources to
support
students’ academic,
emotional and physical
learning needs.


lesson plan identifies
provided/required resources
available to support
students’ emotional and
physical learning needs.
activities rarely incorporate
supplementary resources to
support students’ emotional
and physical learning needs


lesson plan occasionally
identifies supplementary
resources to support
students’ emotional and
physical learning
needs.
activities occasionally
incorporate supplementary
resources to support
students’ emotional and
physical learning needs


routinely adjusts planned
teaching activities
appropriately
to address disruptive
behavior.
designs and manages the
learning environment to
optimize individual student
learning.
routinely applies judgment to
classroom management
decisions to address
individual student needs.
lesson plans routinely
incorporate evidence of
diverse cultural, religious
heritage associated with
individual students.
activities routinely reflect
differences in cultural,
religious heritage associated
with individual students.
routinely initiates community
participation in class
activities to reflect different
cultural, religious heritage
routinely demonstrates
respect for cultural, religious
diversity in instructional
activities
lesson plan routinely
identifies both
provided/required and
supplementary resources to
support students’ emotional
and physical learning needs.
activities routinely
incorporate supplementary
resources to support
students’ emotional and
physical learning needs
Attribute 3G: Demonstrates
effective verbal, nonverbal, and
media communication to promote
interaction in the classroom.
Does NOT demonstrate effective
verbal, nonverbal, and media
communication to promote
interaction in the classroom.



class verbal communications
comply with school/district
guidelines.
class nonverbal
communications comply with
school/district guidelines.
class use of media in
communications complies
with school/district
guidelines.



occasionally utilizes
standard and alternative or
supplementary verbal
communication with
individual student.
occasionally utilizes
standard and alternative or
supplementary nonverbal
communication with
individual student.
occasionally utilizes
standard and alternative or
supplementary mediated
communication with
individual student.



Domain 4: ASSESSMENT: Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous
Does NOT use assessment data to 
Attribute 4B: Uses
uses year-end, state
differentiates instructional

assessment data to plan
plan
mandated assessments to
grouping plans based on
instruction.
instruction.
plan whole class instruction
uses year-end, statemandated assessments

uses mandated local
class assessment data
school/district-adopted

assessments to plan whole

differentiates instructional
class instruction
grouping plans based on
mandated local

allocates instructional time
school/district adopted
and activities based on class

assessments
assessment results

plans instructional time and

uses assessment data to
activities differentially based
determine whole class
on class assessment results
instructional goals
Does NOT apply classroom-based
Attribute 4C: Applies

Uses adopted/required

occasionally customizes

classroom-based
assessments to plan, teach, and
classroom assessments to
classroom assessments to
assessments to plan, teach, and
provide student
teach whole class
plan group or individual
provide student
feedback.
activities

provides feedback on class
feedback.
performance based on

occasionally customizes
adopted/required classroom
classroom assessments to

assessments
teach groups and individual
students

occasionally provides
feedback on group or
individual student

performance based on
customized assessments
routinely utilizes standard
and alternative or
supplementary verbal
communication with the
class and individual
students.
routinely utilizes standard
and alternative or
supplementary nonverbal
communication with the
class and individual
students.
routinely utilizes standard
and alternative or
supplementary mediated
communication with the
class and individual std.
development of all learners.
plans instructional activities
to address the needs of
students based individual
assessment data
uses assessment data to
plan integrated learning
activities for the class and
each student
uses assessment data to
develop class as well as
individual student learning
goals
routinely uses
adopted/required and
customized classroom
assessments to plan group
and individual activities
routinely uses both
adopted/required and
customized classroom
assessments to teach
groups & individual stds.
routinely provides feedback
based on adopted/required
and customized classroom
assessments
Attribute 4D: Monitors
student progress and
encourages students to
monitor their own progress.
Does NOT monitor student
progress and
encourages students to
monitor their own progress.



Attribute 4E: Uses valid,
equitable grading
procedures to assess
student learning.
Does NOT use valid, equitable
grading
procedures to assess
student learning.

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
Attribute 4F: Interprets and
communicates assessment data
to students, colleagues and
parents.
Does NOT interpret and
communicate assessment data to
students, colleagues and parents.



uses adopted/required
assessments to document
class progress
provides class feedback
based on adopted/required
assessments on
performance
provides assessment criteria
used to evaluate class
progress

utilizes adopted
school/district grading
policies and procedures
grading system aligned with
state performance standards
grading system applied
uniformly across class
grading system identifies
class progress towards
meeting state performance
standards

demonstrates basic
understanding of
assessment data
communicates assessment
results to students and
parents
communicates assessment
data to colleagues when
prompted or required.








occasionally customizes
assessment to monitor class
or individual student
progress
occasionally provides class
and individual students with
results from customized
assessments
occasionally provides
students with assessment
criteria to
monitor their own work

adopted school/district
grading policies and
procedures occasionally
adapted by the teacher
occasionally differentiates
grades based on individual
student differences
occasionally indicates class
and individual student
progress towards meeting
state performance standards
occasionally provides class
and individual student
performance progress
reports to students parents
and appropriate school
personnel
interprets assessment data
for class instruction
occasionally interprets and
communicates assessment
results to students and
parents
occasionally interprets and
communicates assessment
data to colleagues for
purposes

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
routinely provides student
performance assessment
criteria to support students
self assessment of learning
progress
routinely customizes
assessments to monitor
class and individual student
progress
routinely provides class and
individual students with
results from customized
assessments
grading system developed in
collaboration with students,
conforms to district policy
and is accessible in writing.
routinely indicates class and
individual student progress
towards meeting state
performance standards
routinely provides class and
individual student
performance progress
reports to student parents
and appropriate school
personnel
routinely identifies limitations
of and alternatives to given
assessment data.
routinely interprets
assessment data to support
individual student instruction
routinely interprets and
communicates meaning of
assessment data to students
and parents
routinely interprets and
communicates meaning of
assessment data to
colleagues for instructional
purposes
Domain 5: Planning & Instruction: Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and
assessment.
Does NOT develop and implement
Attribute 5B: Develops and

lesson plans aligned with

modifies lesson plans to

lesson plans anticipate
implements standards appropriate standards appropriate instruction
state performance
strengthen focus on
diverse activities to
instruction plans.
plans.
standards.
standards based knowledge
strengthen focus on
or skill to address class
standards-based knowledge

implements strategies
needs.
or skill of individual students.
suggested/recommended to
implement state

modifies strategies

implements a range of
performance standards.
suggested/recommended in
planned activities to address
state performance standards
individual student needs.

implements standards-based
to address class needs.
instruction as

lesson plans integrate
suggested/directed by
standards-based with

lesson plans include
colleagues/trainers.
standards-based activities
school/districts instructional
with school/districts
priorities to address
instructional priorities to
individual student needs.
address class needs.
Does NOT modify instruction
Attribute 5D: Modifies instruction

plans instruction based

adjusts subsequent lessons

identifies and implements
based on learner performance
based on learner performance
primarily on
when students do not
multiple instructional
and/or feedback.
and/or feedback.
adopted/required curriculum.
perform as
alternatives to address
expected/required
individual performance

utilizes primarily
differences.
adopted/required

includes both
instructional materials during
adopted/required and related 
routinely adjusts lesson
instruction
resources in lesson planning
planning and practices in
and during instruction
response to differences in

lesson plan modifications
individual student learning or
based on class-wide

solicits input from students
feedback.
performance.
to increase interest and
relevance.
Does NOT implement instruction
Attribute 5E: Implements

includes student learning

objectives consistent with

objectives consistent with
instruction appropriate to
appropriate to
outcomes/expectations in
learning needs of the class.
learning needs of the class
instructional goals and
instructional goals and
lesson plans.
and individual students.

classroom instruction at
student needs.
student needs.
appropriate level for class.

lesson plans aligned with

classroom instruction
school/district instructional
differentiated to address

occasionally varies
goals for grade/subject.
class and individual student
instructional practices for
needs.

classroom instruction
given objectives to
aligned with identified
accommodate class needs.

routinely clarifies the
student learning outcomes.
relevance of instructional
goals to individual students,
the class and community.

routinely varies instructional
practices for given objectives
to accommodate individual
student needs.
Domain 6: PROFESSIONALISM: Teachers recognize, participate in, and contribute to teaching as a profession.
Does NOT advocate solutions that
Attribute 6F. Advocates

implements basic lesson

solutions that address
address
plan as designed.
student needs and expectations. . student needs and

rarely seeks outside
expectations. .
resources to address

student needs implements
solutions that address the
needs and expectations of
class as a whole.
adapts lesson plan and
instruction to address class
needs and expectations.
occasionally identifies
outside resources to address
student needs




routinely adapts lesson plan
and instruction to address
individual student needs and
expectations.
routinely identifies outside
resources to address
individual student needs
serves as outside resource
among peers to address
individual student needs
serves as advocate for
addressing student needs
and interests.
challenges negative
attitudes to help ensure that
all students are served.