Academic Walkthrough Data Collection Form 1: (All subjects except Math)
2014-2015
Date:
Teacher:
Title: Teacher employs questions and tasks that are text dependent and text specific as related to the CCS.
1.
N/A
Instructional Practice: Questions and tasks address the text by attending to its particular structure, concepts,
ideas, events, and details.
1
2
3
Questions and tasks do not refer
directly to the text and instead
elicit opinion answers
4
Questions and tasks repeatedly
return students to the text to
build understanding
Observable Evidence and Comments:
2. Instructional Practice: Questions and tasks require students to cite evidence from the texts and support
analysis, inferences, and claims.
N/A
1
2
Questions and tasks can be answered
without reference to evidence from
the text or data
Observable Evidence and Comments:
3
4
Questions and tasks require
students to cite evidence from
the text or data
3. Instructional Practice: Questions and tasks require students to appropriately use academic language (i.e.
vocabulary and syntax) from the text in their responses or claims.
N/A
1
2
3
Questions and tasks do not explicitly
require use of academic language or
domain– specific language
4
Questions and tasks intentionally
support students in developing
facility with domain-specific language
Observable Evidence and Comments:
4. Instructional Practice: Sequences of questions support students in delving deeper into text, data, or graphics to
support inquiry, analysis, and appropriate procedures.
N/A
1
2
Questions do not follow a clear sequence
or are all at the same level of depth
Observable Evidence and Comments:
3
4
Questions are sequenced to support
and challenge students in deep examination
of the text
Academic Walkthrough Data Collection Form 2: Math Only
2014-2015
Date:
Teacher:
Title: Teacher creates an environment that allows students to reason abstractly and quantitatively,
construct viable arguments, and critique the reasoning of others as it relates to the CCS.
1. Instructional Practice: Teacher facilitates opportunities for students to discuss/use representations to make
sense of quantities and relationships
N/A
1
2
3
Students have limited opportunity
to make sense of quantities and relationships
in problem situations
4
Students have ample opportunities
to make sense of quantities and
relationships in problem situations
Observable Evidence and Comments:
2. Instructional Practice: Teacher provides and orchestrates opportunities for students to listen to the solution
strategies of others, discuss alternative solutions, and defend their ideas.
N/A
1
2
Students have limited opportunity
to listen to others, discuss their arguments,
and defend their ideas
Observable Evidence and Comments:
3
4
Students have ample opportunities
to listen to others, discuss their arguments,
and defend their ideas
3. Instructional Practice: Teacher asks higher-order questions that encourage students to defend their ideas.
N/A
1
2
3
Students have limited opportunities to
make conjectures and use counterexamples
to build a logical progression to explore and
support ideas
4
Students have ample opportunities to
make conjectures and use counter examples
to build a logical progression to explore and
support ideas.
Observable Evidence and Comments:
4. Instructional Practice: Teacher provides prompts that encourage students to think critically about the
mathematics they are learning.
N/A
1
2
Teacher rarely provides prompts to
encourage students to think critically
about what they are learning
Observable Evidence and Comments:
3
4
Teacher continuously provides prompts to
encourage students to think critically about
what they are learning