Walk-Through Observations By 2009 Michael D.

. King Classroom observation is by far the most common form of data collection for teac her evaluation.In order to obtain a representative sample of the teachers performance in the classroom, several different classroom observations must occur. One observation of one class does n ot providesufficient data. A frequent complaint by teachers is that evaluators d o not take the time to gatherrelevant information and provide them with useful f eedback. On the other hand, teacherevaluators need some vehicle not only for col lecting performance data but also forcommunicating it to the teacher.The central purposes of Walk-Through observations are to establish a reflective dialogue wi thteachers on what is being observed in the classroom. Walk-Through observations are short,usually not lasting more than three to five minutes in duration.Durin g the time that the evaluator is in the classroom, observations of teaching prac tices arerecorded on the Walk-Through observation form. At the end of the Walk-T hrough the evaluatorprovides that teacher with feedback presenting the informati on gathered from the observationwhich is checked off on the form. The form shoul d also include a place for remarks under thecategories of reflective thoughts an d reflective questions. Reflective thoughts and questions are the key components to a walk-through observation. The purpose for a written sta tement andquestion is to encourage the teacher to reflect their thinking about a lesson, classroom environment or professional practices. The evaluators reflective statements shoul d always be non-judgmental and in the form of a statement followed by a question. The assess ment criteriacan be built around district performance expectations or designed a round teacher and studentbehavioral criteria. An example of a behavioral teacher walk-through assessment form withprinted teacher criteria and reflective though ts followed by a question are provided in (Exhibits1-1 through 1-15 .) Exhibit 1-1Criteria Based Walk-Through Assessment Form Teacher ____________________ Date __________ Time _________ Subject _________ DOMAIN ONE: PLANNING Develops and prioritizes weekly to yearly plans that are in direct alignment wit h priorityskills matched to district and state standards.Lesson plans reflect an understanding of student developmental characteristics and patternsof learning. Designs instruction in reflective response to the unique needs and learning styl es of individual students.Involves students in interactive activities that stimu late their interest and participation.Utilizes grading patterns that are fairly administered and based on identified criteria.Uses a variety of al ternative assessment strategies to know the whole child. DOMAINTWO: CLASSROM ENVIRONMENT Transitions occur smoothly, with little loss of instructional time.Teacher-stude nt interactions are friendly and demonstrate general caring and respect. Suchint eractions are appropriate to the age and cultures of the students. Students exhi bit respectfor the teacher.Instructional outcomes, activities and assignments, a nd classroom interactions convey highexpectations for most students.Teacher is a lert to student behavior at all times.Teacher uses physical resources skillfully , and the furniture arrangement is a resource forlearning activities. DOMAIN THREE: INSTRUCTIONAL PERFORMANCE Clearly communicates specific learning objectives to studentsCaptures student at tention through active involvement.Uses a variety of interaction techniques to e nhance communication, such as class discussion.Provides guided practice for new learning that is appropriate to the level of complexity anddifficulty of the con tent.Moves among students to give assistance during guided practice.Differentiat

es independent practice based on individual learner needs.Acknowledges student r esponses in positive, praising, and encouraging ways.Structures question load to the correct level of complexity and difficulty to meet individualexpectations.C loses the lesson by restating and summarizing the learning objective. Reflective Statement:Reflective Question: (O = Observed) (N = Needs Attention) (U = Performance Assistance Needed) (Blank = Not Observed) Evaluators Signature: _______________________________ Date__________________ 2009 Michael D. King Exhibit 1-2Behavior Based Walk-Through Assessment Form Teacher _____________________________Time _________ Subject ____________________ _ Student Engagement Teacher Engagement ___ Students were on task at 80% ___ Using structuring statements___ Working Ind ependently ___ Monitoring seat work _ __ Asking questions ___ Providing guided practice___ Working problems at the boa rd ___ Asking higher order questions___ Reading ___ Modeling___ Listening ___ Le cturing___ Working in groups ___ Giving directions___ Discussing assignment ___ Answering questions___ Making a presentation ___ Providing corrective feedback _ __ Transitioning ___ Praising student efforts Reflective Statement: __________________________________________________________ ________________________________________________________________________________ _____________________________________________________________________________Ref lective Question: ______________________________________________________________ ________________________________________________________________________________ __________________________________________________________________________ Evaluators Signature: _______________________________ Date__________________ 2009 Michael D. King Exhibit 1-3Executive Function of TeachingWalk-Through Assessment Form Teacher ___________________________ Time _________ Subject ____________________D evelops and prioritizes weekly to yearly plans that are in direct alignment with priority skills matched to district and state standards.Lesson plans reflect an understanding of student developmental characteristics andpatterns of learning. Designs instruction in reflective response to the unique needs and learning styl es of individual students. Involves students in interactive activities that stimulate their interest andpar ticipation.Utilizes grading patterns that are fairly administered and based on i dentified criteria.Uses a variety of alternative assessment stra tegies to know the whole child. Reflective Statement:Reflective Question: (O = Observed) (N = Needs Attention) (U = Performance Assistance Needed) (Blank = Not Observed) Signature_______________________________________________ Date _________________ 2009 Michael D. King Exhibit 1-4 Walk-Through AssessmentCLASSROOM ENVIRONMENT Teacher _______________________ Time _______________ Subject ______________ Use of Physical Resources Positive Climate The classroom is safe, and learning is equallyaccessible to all students.Student s exhibit respect for the teacher.

Teacher uses physical resources skillfully, andthe furniture arrangement is a re source forlearning activities.Teacher-student interactions arefriendly. Monitoring Student Behavior Management of Transitional Time Standards of conduct are clear to all students. Small-group work is well organiz ed,and most students are productivelyengaged in learning.Teacher is alert to stu dent behavior at alltimes.Transitions occur smoothly, with littleloss of instruc tional time.Teacher response to misbehavior isappropriate and successful and res pects the students dignity, or student behavior is generally appropriate.Routines for handling materials andsupplies occur smoothly , with little lossof instructional time. Expectations for Learning Pacing Decisions Classroom interactions convey highexpectations for most students.Strategies are used to ensure that allstudents receive the level of instructionthat they need?T eacher conveys genuine enthusiasm for thecontentProvides additional time for tho sestudents who are demonstratingdifficulty in learning.Students demonstrate prid e in that work. Reflective Statement:Reflective Question: (O = Observed) (N = Needs Attention) (U = Performance Assistance Needed) (Blank = Not Observed) Evaluators Signature: _______________________________ Date__________________ 2009 Michael D. King PERFORMANCE CRITERIADomain One: Executive Functions of Teaching Planning Develops and prioritizes weekly to yearly plans that are in direct alignment wit h priorityskills matched to district and state standards. Plans for the resources and activities needed to accomplish the learning task. Plans for assessment strategies that clearly communicate to students that they a reprogressing toward state assessment standards. Uses a variety of visual and manipulative aids regularly as an integral part of planninglessons and assignments. Lesson plans reflect an understanding of student developmental characteristics a ndpatterns of learning. Written Records Maintains a written record of student progress as outlined by district policy Maintains records as required by, law, district policy, and administrative regul ations. Designing Meaningful Task

Designs instruction in reflective response to the unique needs and learning styl es of individual students. Designs learning task for opportunities to transfer learning to other discipline s. Involves students in interactive activities that stimulate their interest and pa rticipation. Designs authentic tasks oriented to real-life applications. Assessing Student Performance Utilizes grading patterns that are fairly administered and based on identified c riteria. Is cognizant of student success rates. Uses a variety of alternative assessment strategies to know the whol e child. Provides the students with constructive feedback in regard to their performances . Uses assessment results to plan for subsequent instruction. Shares diagnostic profile data with individual students and parents. Developing Content Objectives Demonstrates the ability to select content at the correct level of complexity an d difficultyfor student learning. Understands the prerequisites and relationships among concepts and can link cogn itivestructures to ensure high success rates. Can design meaningful learning experiences which are developmentally appropriate andunderstands how concepts are tied together as prerequisites of prior knowled ge. Uses state and district learning criteria to develop content objectives. Domain Two: INSTRUCTIONAL PERFORMANCE CRITERIA SET Clearly communicates specific learning objectives to students

Provides context for objective by presenting an overview or outline of how infor mationfits together. Provides context for objective by reviewing related previous work Provides context for objective by describing the purpose of, rationale for, or r elevance of what is being taught. Captures student attention through active involvement. MODELING Organizes and presents content information in a logical sequence. Uses a variety of interaction techniques to enhance communication, such as class discussion. Provides time in the lesson to demonstrate what is required to complete the acti vity orassignment. Gives clear directions as needed to ensure high success rate. Uses a level of language that students can understand. Guides students in using a wide array of higher cognitive operations, such as an alyzing,synthesizing, and evaluating. GUIDED PRACTICE Provides guided practice for new learning that is appropriate to the level of co mplexityand difficulty of the content.

Continues guided practice until a majority of students are capable of mastering the lessonoutcome. Uses an array of question types that promote different levels of thinking on the part of thestudents. Encourages and guides student responses and student/teacher interactions. Moves among students to give assistance during guided practice. Praises student efforts and responses using phrases, sentences, and tone inflect ions thatare meaningful to the students. INDEPENDENT PRACTICE

Assigns independent practice after successful guided practice. Assigns appropriate independent practice through in-class or homework activities . Differentiates independent practice based on individual learner needs. Encourages students to seek assistance from other school personnel, parents, and othersin conjunction with independent practice assignments. Reminds students of deadlines for completion of independent practice assignments . REINFORCEMENT AND CORRECTIVE FEEDBACK Acknowledges student responses in positive, praising, and encouraging ways. Avoids negative reactions, criticisms, threats, and sarcasm. Provides specific feedback on correct student responses and explains why respons es arecorrect. Provides specific feedback on incorrect student responses and explains why respo nses areincorrect. Leads students in correcting and diagnosing their own efforts. QUESTIONING TECHNIQUES Acknowledges student responses in positive, praising, and encouraging ways. Adequate wait time is given for a student to respond. Provides specific feedback on student responses that are correct and on why they areincorrect.

Provides cognitive paraphrasing techniques to support student responses by modif ying,applying, comparing, or summarizing student responses. Leads students in correcting and diagnosing their own answers. Distributes questions evenly among all students. Structures question load to the correct level of complexity and difficulty to me

etindividual expectations. CLOSURE Closes the lesson by restating and summarizing the learning objective. Asks questions to see if students can transfer their learning into related conte xts. Tells students what they will be studying the next day and how it will relate to today slesson. Asks questions to determine if students are thinking about what they have learne d andconnecting ideas. Domain Three: CLASSROOM CLIMATE PERFORMANCE CRITERIA MANAGEMENT OF TRANSITIONAL TIME Small-group work is well organized, and most students are productively engaged i nlearning while unsupervised by the teacher. Transitions occur smoothly, with little loss of instructional time. Routines for handling materials and supplies occur smoothly, with little loss of instructional time. Effective systems for performing noninstructional duties are in place, resulting inminimal loss of instructional time. Volunteers and paraprofessionals are productively and independently engaged duri ng theentire class. POSITIVE CLIMATE Teacher-student interactions are friendly and demonstrate general caring and res pect.Such interactions are appropriate to the age and cultures of the students. Students exhibitrespect for the teacher. Student interactions are generally polite and respectful. EXPECTATIONS FOR LEARNING AND ACHIEVEMENT Teacher conveys genuine enthusiasm for the content, and students demonstrate con sistentcommitment to its value. Instructional outcomes, activities and assignments, and classroom interactions c onveyhigh expectations for most students. Students accept the teachers insistenc

e on work of high quality and demonstrate pride inthat work. MONITORING STUDENT BEHAVIOR Standards of conduct are clear to all students. Teacher is alert to student behavior at all times. Teacher response to misbehavior is appropriate and successful and respects the students dignity, or student behavior is generally appropriate. ARRANGEMENT OF FURNITURE AND USE OF PHYSICAL RESOURCES The classroom is safe, and learning is equally accessible to all students. Teacher uses physical resources skillfully, and the furniture arrangement is a r esource forlearning activities. 2009 Michael D. King Exhibit 1-5 Lesson Event Assessment Form Teacher __________________________________ Subject ________________________ Date Observed ___________ Start Time______________ End Time ________________ Directions: Use the dialogue box below to record the sequence of the lesson. Exhibit 1-6 WALK-THROUGH ASSESSMENTClassroom Environment Teacher _______________________ Time _______________ Subject ______________ Aggregate Decisions Time Decisions Learning is equally accessible to allstudentsFurniture arrangement is a resource forlearning activitiesGrouping students is based on prescriptionof learning nee dsGrouping students is based on performancegoals and how well each individualfun ctions as a group Achievement Decisions Behavior Decisions Reflective Statement:Reflective Question: (O = Observed) (N = Needs Attention) (U = Performance Assistance Needed) (Blank = Not Observed) Evaluators Signature: _______________________________ Date_________________ 2009 Michael D. King Exhibit 1-7 WALK-THROUGH ASSESSMENTReflection Conference Notification (Reverse Side of Walk-Through Assessment Form) 2009 Michael D. King ______________________________________ ____________ ________________Teacher Date SubjectI would like to review with you the reflective statements and questionpe rtaining to my recent walk-through observation of your class. Please plan tomeet with me during your ______________ planning period on M T W Th or Fof _________ ___________.The reflection conference will be held at the following place:_____ Office ______ Classroom ________________ OtherPlease respond to the items below ONLY IF THEY ARE CHECKED (X)( ) Bring grade book and lesson plan book to the con ference for review of yourrecordkeeping procedures.( ) Bring emergency lesson pl ans( ) Bring professional growth plans for activities that that are most appropr

iatefor meeting the objective of continuous growth.( ) Bring classroom rules and discipline plan.( ) Other: ____________________________________________________ ________________________________________________________________________________ _________________________________ Month & Year Exhibit 1-8 WALK-THROUGH ASSESSMENTExecutive Functions Teacher _______________________ Time _______________ Subject ______________ Aggregate Decisions Time DecisionsAchievement Decisions Behavior Decisions Reflective Statement:Reflective Question: (O = Observed) (N = Needs Attention) (U = Performance Assistance Needed) (Blank = Not Observed) Evaluators Signature: _______________________________ Date__________________ 2009 Michael D. King Exhibit 1-9 WALK-THROUGH ASSESSMENTInstructional Performance Teacher _______________________ Time _______________ Subject ______________ Aggregate Decisions Time DecisionsAchievement Decisions Behavior Decisions Reflective Statement:Reflective Question: (O = Observed) (N = Needs Attention) (U = Performance Assistance Needed) (Blank = Not Observed) Evaluators Signature: _______________________________ Date__________________ 2009 Michael D. King Exhibit 1-10Classroom Verbal Flow Assessment Chart Teacher __________________________________ Subject ________________________ Date Observed ___________ Start Time______________ End Time ________________ Question Type Assessment Form Exhibit 1-11 Observation Key+ Correct Response Incorrect Response P Teacher Paraphrase CF Correct Feedback M Monitoring OT Student off Task CB Corrects Student Behavior SR Student Reads BB Student Work at BoardStudent Initiates Question Student out of Seat Please note that the slash bar represents the frequency the behavior occurs. ChalkboardTeacher Desk Podium Exhibit 1-11Question Type Assessment Teacher __________________________________ Subject ________________________ Date Observed ___________ Start Time______________ End Time ________________ Directions: Record the number of times a teacher asks a specific type of question by placing atally mark next to the question type that was used.Total Solitary _______ Cont

rolled _______ Voluntary _______ Spontaneous _______ Mass ___ Solitary Question: The teacher designates which student is to respond before the question is prese nted. Example: Tom , what is the first step in the writing process? ------------------------------------------------------------------------------------------------------Controlled Question: The teacher presents the question before the student is designated to respond. Example: What is the first step in the writing process, Tom? -------------------------------------------------------------------------------------------------------Voluntary Question: The teacher presents the question and students respond voluntarily. Who can tell us what we callthe first step in the writing process? ------------------------------------------------------------------------------------------------------Spontaneous Question: Teacher presents the question and students respond one after the other without the teacherdesignating a particular student. Example: There are five steps in the writing process. Someone tell me the first step . . . the second step . . . the third step .-----------------------------------------------------------------------------------------------------Mass Question: Teacher presents the question and the students respond in unison. Example: Class [Row One,Group Two] , what is the first step in the writing process? Exhibit 1-12Teacher Affirmation Assessment Form Teacher __________________________________ Subject ________________________ Date Observed ___________ Start Time______________ End Time ________________ Directions: Use the tally boxes below to record the type of affirmation used during a classr oomsession. Teacher affirmation can be recorded for both responding to student b ehaviors or teacher initiated questions. Teacher Initiated Questions Probes for Student AnswerTotal _______ (Student answer is incorrect restates que stion with clue)Paraphrasing Student ResponseTotal _______ (Affirms student answ er restates correct response)No ResponseTotal _______ (N0 response moves to anot her question) Student Behavior Corrects Classroom BehaviorTotal _______ (Reminds class to follow rules for lear ning)Praises Classroom BehaviorTotal _______ (Praises class for being ready to l earn or affirms properbehavior)Corrects Individual BehaviorTotal _______ (Remind s individual student to focus on task)Praises Individual BehaviorTotal _______ ( Affirms to individual on how well they are focusing on task) 2009 Michael D. King Exhibit 1-13 ALT Seating Chart Teacher __________________________________ Subject ________________________ Date Observed ___________ Start Time______________ End Time ________________ Directions: Use the observation key and definition box to record off task behavior. KEY M

= Monitoring SR = Student Reads BB = Work at Blackboard OT = Off Task Student Out of SeatStudent Initiates Question Measuring Academic Learning Time The purpose of the ALT instrument is to provide data on individual learning beha vior during aclassroom lesson. The instruments ALT Symbols Key is designed to measure teacher monitoring frequency, which prompts students to stay on task and how the teacher engagesstudents through reading, working at the board, completing seatwork, or participating in guidedpractice. The Symbols Key is defined below for the purpos e of helping identify off task behavior verses engaged time or time on task. M = Monitoring: Higher correlations of learning are associated with teacher monitoring.Monitorin g of classroom activities is when the teacher frequently inspects papers, and ge nerallymoves around the room to observe academic progress of students while clar ifying task toincrease success rate. Monitoring is measured by the number of tim es a teacher interacts with astudent during independent seat work. Example: M//// means the teacher monitored the student four times during the lesson. Student Initiated Question: Student initiated questions are when students are asking forassistance in clarif ying the assignment, needing further explanation of process, or needing teachers assistance to expand an idea. The number of clarifying request made by s tudents following a guided practice activity may indicate a need for further explanation by the teacher.In most cases a student will initiate a question by holing up th eir hand to seek teacher assistanceand the wait time before assistance is receiv ed is critical to keeping students on task. The numberof times student request a ssistance may also be an indicator of how well a student understandsthe assignme nt. Example: the number of tallies on the arrow indicates that the student requestedclarifica tion three times during the lesson. Students requesting teacher assistance for o ver sixty-seconds should be marked OT off task. OT = Off Task: Students who demonstrate off task behavior are not listening, talking to anotherstudent, playing, or not following the teachers directives during a lesson. Teachers can modifyoff task behavior by, monitoring students, engage them in direct questioning. Off task behavior isrecorded every sixty seconds with a tally mark outside the student box on the seating chart. OT Example : OT/// reflects that the student was not engaged in the learning task for threeminutes during the lesson and should be marked next to the students box. Out of Seat: The number of times students are out of their seats during instruction isanother way to record off task behavior unless the student has been assigned to assist otherstudents during a lesson. Exhibit 1-14

Teacher Reinforcement Types and Frequencies Teacher __________________________________ Subject ________________________ Date Observed ___________ Start Time______________ End Time ________________ Directions: Record teacher reinforcement statements and use a tally mark for the number of t imes the reinforcement statement has been repeated. Record teacher reinforcement statements and frequencies below: No response: Exhibit 1-15 Lesson Line Assessment Instrument Teacher __________________________________ Subject ________________________ Date Observed ___________ Start Time______________ End Time ________________ Directions : Indicate parts of the lesson line observed by circling items observed during t helesson. Use the note section to describe teacher statements that are defined u nder the lesson line. SET TEACHING TO THE OBJECTIVE CLOSURE Relate to past,present, or futureStatement of theobjective Explanation DefinitionsContentProcess/StepsModelExampleDemonstration Direction Giving Activities IndependentGuidedGroupInvolvelearnerStudentsummarizinglearning Notes: SetExplanationDirection GivingActivityClosure of 22 Leave a Comment Comment must not be empty. You must be logged in to leave a comment.