You are on page 1of 5

WSCU Formal Observation Tool

Please complete the Formal Observation Tool. Specific comments are required for sections where scores of 1 or 2 are
given. ***Note: Techniques referenced are from Teach Like a Champion 2.0 written by Doug Lemov & TQS refers to
Teacher Quality Standards.

Pre-observation
Conference & Planning for Instruction *
Criterion Performance Rating
Exemplary Effective Improvement Unacceptable Score
Necessary

Lesson plan was provided at least 24 hours 4 3 2 1 4


prior to the scheduled observation.

Lesson plan includes sufficient detail to allow 4 3 2 1 4


resident to carry out the plan during teaching.

Lesson activities are aligned to Colorado 4 3 2 1 4


Academic Standards. (TQS-I.A.pp)

Lesson activities are aligned to measureable 4 3 2 1 4


learning objectives. (TQS-I.A.pp)

Lesson activities are aligned to the 4 3 2 1 4


districts/schools plan of instruction. (TQS-
I.A.pp)

Behavioral expectations are clearly identified 4 3 2 1 4


within the lesson plan.

Instruction is differentiated to meet the needs of 4 3 2 1 3


individual students using appropriate strategies,
accommodations, and resources (ELL, SPED,
behavior/physical challenges and gifted). (TQS-
II.D.pp)

Plans instructional strategies that articulate 4 3 2 1 4


content and interdisciplinary connections.
(TQS-I.E.pp)

Plan includes strategies to help students 4 3 2 1 4


access and make connections to prior
knowledge (Anticipatory Set). (TQS-I.F.b)

Plan includes scaffolded instruction (I Do/We 4 3 2 1 4


Do/ You Do).

Plan includes appropriate closure and ensures 4 3 2 1 4


understanding/ demonstration of learning
(D.O.L).

Plan includes appropriate means of assessing 4 3 2 1 4


learning objective(s). (TQS- III.B.b)

Rubric Score 47

Rubric Mean 3.916


Comments (If a score of 1 or 2 is
received, please provide feedback
and suggestions for improvement.):

Lesson Observation
Classroom Management & Inclusive Learning Environments *
Criterion Performance Rating
Exemplary Effective Improvement Unacceptable Score
Necessary

Establishes expectations for appropriate 4 3 2 1 4


classroom behavior by clearly communicating
and enforcing rules, procedures and routines.
(TQSII.F.b)

Uses positive framing to guide appropriate 4 3 2 1 4


behaviors. (TQS-II.A.b) Technique 58: Positive
Framing

Manages minimally disruptive behavior with 4 3 2 1 4


least invasive intervention. (TQS-II.F.p)
Technique 53: Least Invasive Intervention

Uses effective transitions between activities and 4 3 2 1 3


lessons. (TQS-II.F.p)

Demonstrates an awareness of student 4 3 2 1 4


behaviors and participation during the lesson.
(TQS-II.F.p) Technique 51: Radar/Be seen
looking

Engages with students to create a safe, 4 3 2 1 4


positive, and inclusive learning environment
that promotes or reinforces mutual respect,
understanding, and responsiveness to differing
perspectives and cultures. (TQS-II.A.b)

Demonstrates positive, supportive and 4 3 2 1 4


respectful interactions with all students.

Rubric Score 27

Rubric Mean 3.857

Comments (If a score of 1 or 2 is I like how she offered a party marble reward as an incentive to do their best
received, please provide feedback learning.
and suggestions for improvement.): You added yoga moves during a transition time, it was positive.

Lesson Delivery *
Criterion Performance Rating
Exemplary Effective Improvement Unacceptable Score
Necessary

Ensures all materials are accurate, appropriate 4 3 2 1 3


and available and operation prior to the
beginning of the lesson. (TQS-I.D.b)

Has an anticipatory set that makes connections 4 3 2 1 4


to previous learning. (TQS-I.F.pp)

States the objectives for the lesson, including 4 3 2 1 4


what they are going to learn, why they are
learning it, and how they are going to
demonstrate their learning. Technique 16:
Begin with the End &Technique 18: Post It

Demonstrates communication & maintenance 4 3 2 1 4


of high academic expectations for all students.
(TQS-III.E.pp) Technique 11: No Opt Out,
Technique 12: Right is Right, Technique 13:
Stretch It, Technique 14: Format Matters,
Technique 15: Without Apology

Implements scaffolded instruction (I Do/We 4 3 2 1 4


Do/You Do). (TQS-I.D.b)

Checks for mastery of each step of the lesson 4 3 1 3


to inform future instruction. Technique 6:
Affirmative Checking

Puts procedures in place to maximize 4 3 2 1 3


instructional time. (TQS-II.F.pp)

Circulates throughout classroom during student 4 3 2 1 4


work time to provide assistance to students.
Technique 24: Circulate

Allows students time to think before answering 4 3 2 1 3


(Wait time). (TQS-II.C.p) Technique 32: Wait
Time

Uses varied questioning strategies. (TQS- 4 3 2 1 4


II.C.p)

Actively engages students in learning (use of 4 3 2 1 3


technology, eliciting responses, facilitating
responses, providing collaborative learning
opportunities, use of manipulatives). (TQS-
II.D.pp, TQS-II.c.a, & TQS-I.F.pp) Part 3 Ratio

Monitors instruction against student 4 3 2 1 4


performance and makes real time adjustments.
(TQS-III.B.pp)

Differentiates instruction to take into account 4 3 2 1 3


the various academic needs of students (gifted,
exceptional learning needs, ELL). (TQS-III.A.b)

Implements lessons that reflect student 4 3 2 1 4


interests. (TQS-I.B.pp & T-II.C.b)

Flexibly groups students to encourage 4 3 2 1 3


collaboration. (TQS-III.F.p)

Incorporates critical thinking and problem 4 3 2 1 4


solving skills. (TQS-III.E.pp)

Provides explanations of content that are 4 3 2 1 3


accurate, clear, concise and comprehensive.
(TQS-I.D.pp)
Make instruction and content relevant to 4 3 2 1 4
students. (TQS-I.F)

Lesson closure is clear and includes review of 4 3 2 1 4


the objectives.

If applicable, explains homework and a 4 3 2 1 3


provides a preview of the next lesson.

Rubric Score 71

Rubric Mean 3.55

Comments (If a score of 1 or 2 is There were some minor behavior issues that started to arise buy you were
received, please provide feedback able to effectively redirect the student behavior.
and suggestions for improvement.): I liked how you separated a few students who needed their own space to work
and stay on the writing trask.
You made a nice connection between the current vocabulary words and
including them in their writing.

Assessment *
Criterion Performance Rating
Exemplary Effective Improvement Unacceptable Score
Necessary

Evaluates student learning throughout the 4 3 2 1 4


lesson using a variety of appropriate formative
assessments. (TQS-III.H.b)

Uses appropriate methods to assess what each 4 3 2 1 4


student has learned, including formal and
informal assessments and uses results to plan
further instruction. (TQS-III.H)
*This may not be observable, but should be
discussed within the post-observation
conference.

Provides actionable, timely, specific and 4 3 2 1 4


individualized feedback about the quality of
student work to students. (TQS-III.H.p)
*This may not be observable, but should be
discussed within the post-observation
conference.

Rubric Score 12

Rubric Mean 4

Comments (If a score of 1 or 2 is I liked how you reminded them of our writing strategies (call the COPS) to help
received, please provide feedback them self-edit.
and suggestions for improvement.): As part of the lesson closure, it was great to have a few students share their
writing with the class, and those that used the vocabulary.
I also liked how you integrated technology and demonstrated the final product
of an iMovie for their animal research.

Lesson Presentation
*Note: Change in rubric
1=Unacceptable (Rarely/Less than 50%) 2=Improvement Necessary (Occasionally/about 50%) 3=Effective
(Often/about 75%) 4=Exemplary (Very Often/about 90%) *
Criterion Performance Rating
Exemplary Effective Improvement Unacceptable Score
Necessary

Maintains eye contact with all students 4 3 2 1 4

Displays poise: relaxed self-confident nature 4 3 2 1 4


with minimal distractions (filler words, nervous
mannerisms) and quickly recovers from
mistakes Technique 54: Firm Calm Finess

Uses strong Voice: clearly and appropriately 4 3 2 1 4


communicates Technique 56: Strong Voice

Uses strong Voice: uses appropriate volume 4 3 2 1 4


Technique 56: Strong Voice

Uses strong Voice: communicates with 4 3 2 1 4


enthusiasm Technique 56: Strong Voice

Implements appropriate pacing Chapter 6: 4 3 2 1 3


Pacing

Creates a nurturing and caring classroom 4 3 2 1 4


environment that facilitates mutual respect and
positive relationships between and among
students, while showing empathy for each
student (TQS-II.A.b & p)

Rubric Score 27

Rubric Mean 3.857

Comments: I liked how you included one of the struggling students to share his writing and
boost his self esteem.
It was also smart to have a parent volunteer work one-on-one with a student
who needed extra support.
It was a very effective lesson where students were engaged, learning and
interested in the subject.

Total Score 184

Total Mean 3.755