BLOOMFIELD PUBLIC SCHOOLS
Classroom Environment Checklist
SCHOOL: GRADEICLASS/TEACHER:
Focus of Observation NOTES/NEXT STEPS
ENVIRONMENT
Conducive to Flexible
|Groupings and Traffic Flow
Routines Established with
Minimal Disruptions
Clear Expectations for
Behavior are Posted
Objective Posted and
Lesson Plans Available
Essential Question(s)
Posted
Graphic Organizers Posted
Walls That Teach:
Classroom Data, Strategy
Posters, Anchor Charts by
Subject Area
Rubrics or Scoring Guides
Posted
Inviting Classroom Library
lwith Leveled Books, Variety
of Genres
Student Work Displayed
with Teacher or Peer
FeedbackBloomfield High School
Classroom Environment Checklist-ALL — v -Evident
Environment TEVAL | In Notes/Next Steps
Place
‘FCAPT stem questions
visibly posted-(9%/10" PPL
grade only) Section & -
‘Common Core State PL
1rd(5) visibly pasted | Section
Standards) visibly posted | Section
Section A
Essential question(s) visibly | _ PPL
posted Section D
DOl-
Section A
Desks allow for Cooperative | PPl-
Grouping Section &
DOK Question Stems visibly | PPL-
posted on student desktops _| Section &
“Team Materials (ie.chart | _ CM
paper; pens, erasers, | Section D
highlighters, etc)
Classroom Library is sorted | _ PPL-
by: Topic, Genre, Interests, | Section F
and Levels
Data Area (data has been | _ PPL-
updated within the last Section
month) MAF
Section
‘AB.
Student Friendly Data (do [ _ PPL”
hotlist student names) | Section €
MAP:
Section
AB
Class Goals PPL
Section ¢
MAR.
Section
AfB
‘Student Portfolios Dole
Section D
Sped modifications evident
(Color coding, Realia, Dot.
Section D
Pictures, Differentiated
instruction, etc)
Teacher Area (minimizeas
‘much as possible)
Classroom Schedule posted
outside of door‘spanal
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