SEL Walkthrough

School Carson Junior High Observer Name(s) Majorine Andrews Date Febuary 9th 2022

Directions: Score each component from 4 (highly effective) to 1 (needs improvement). Criteria listed under each rating level are examples or guides for what each numeric score
looks like during an observation, not an all-inclusive or exclusive description. Area 1 = School-Wide Environment; Area 2 = Classroom Instruction; Area 3 = Classroom Environment

Area 1. School-Wide Environment (school entry, main office, and common areas)
4 3
1a. Atmosphere in School entry, main office, and
Common Areas common areas are welcoming,
well maintained, easily navigated,
and promote a sense of
community that represents the
diversity in the school.
1b. Vision/ Mission/ Statements that reflect
Values Statements commitment to SEL and creating
community are clearly displayed
Displayed multiple times throughout common
areas (vision, mission, values
statements).
1c. Student Work A variety of meaningful, creative,
Displayed and recent student work (SEL
and/or academic) is prominently
displayed in more than one area,
and is clearly tied to learning
goals/objectives.
1d. Student Students are friendly, orderly, and
Attitudes respectful to each other & all
adults in common areas.
School entry, main office, and
common areas are
functioning smoothly and
efficiently.
At least one
vision/mission/values
statement that reflects
commitment to SEL or
creating community is
displayed in a common area.
Student work (either SEL or
academic) is displayed in at
least one common area.
Students are generally
orderly and polite to adults
and other students in
common areas.
2 1
School entry, main office,
and common areas are
functioning with evidence of
some disorder.
At least one
vision/mission/values
statement is displayed but it
doesn’t align with SEL or
creating community.
Student work (either SEL or
academic) may be
displayed in one area but it
has not been updated or it
is displayed in an area that
is easily overlooked.
Students are generally
respectful to other students
but not to adults OR
respectful to adults but not
to other students.
School entry, main office, or
common areas are
impersonal; evidence of
disorder or lack of proper
upkeep.
No vision/mission/values
statements are displayed in
common areas.
Student work is either not
displayed in common areas,
or the work displayed is at a
very basic level and/or
generic.
Evidence of student
misconduct in common
areas.
Component Score/Notes
4
My first week I met most of
the staff in the English
department as well as the
principal and the people at
the front desk. Everyone was
very welcoming and offered
help for future circumstances.
4
My mentor teacher builds
great relationships with all her
students as well as
communicates with parents.
Students love her and often
come to visit during passing
periods and lunch time.
4
Student work is displayed all
over the classroom, as well
as gifts(drawings, nice notes)
from students to the mentor
teacher.
3
Although students are friendly
and respectful to each
other and adults, they are
sometimes not orderly,
which may cause chaos
in the class room.

SEL definition: a process through which children and adults learn to recognize and manage emotions, demonstrate care and concern for others, develop positive relationships, make
good decisions, and behave ethically, respectfully, and responsibly.
SEL core competencies: self-awareness, self-management, social awareness, relationship skills, responsible decision making.
 1e. Adult Attitudes Adults are friendly, orderly, and
respectful to each other & all
students in common areas. School
staff is friendly and welcoming.
Common areas observed (check all that apply):
School Office ✔ Lunchroom Hallways ✔ Playground N/A School Grounds ✔
Adults are generally polite Adults are generally polite Evidence of disrespect from 4
and respectful to students and respectful to other adults in common areas. The adults are very respectful
and other adults in common adults but not to students to each other and the
areas. OR to students but not to students, as well as
other adults.
share feedback about
certain students to one
another.
Bathrooms ____ Auditorium/Gymnasium ____ Other ____

Area 2. Classroom Instruction Classroom/Subject Observed

4 3
2a. Teacher effectively engages students
Expectations about purpose, expectations, and SEL I
and Learning Can statements throughout the entire
Goals lesson. Both the teacher & students
clearly connect lesson to prior learning
and personal experience.
2b. Explicit SEL skills are directly taught with
Teaching of explicit reference to their value and
SEL Skills when/how to apply them. Teacher
explicitly models, discusses and
reinforces SEL I Can Statements,
competencies and skills. Evidence that
most students are receptive.
2c. SEL Clear evidence that SEL is effectively
Integrated embedded into content of academic
into lessons; relevance of SEL to that
Instructional content is highlighted and discussed.
Content
2d. Use of Teacher uses lesson-appropriate
interactive or collaborative pedagogies
Interactive
that enable students to develop &
Pedagogies
practice SEL skills.
2e. Teacher Teacher teaches for conceptual
Feedback understanding and provides tailored
and feedback. Teacher actively monitors
students’ engagement and
Monitoring
understanding throughout lesson.
SEL definition: social and emotional learning is a process through which children and adults learn to recognize and manage emotions, demonstrate care and concern for others, develop positive
relationships, make good decisions, and behave ethically, respectfully, and responsibly.
SEL core competencies: self-awareness, self-management, social awareness, relationship skills, responsible decision making.
Teacher communicates purpose,
expectations, or SEL I Can
statements for the lesson.
Teacher effectively connects
lesson to either prior learning or
personal experience.
Evidence that some SEL I Can
Statements and competencies
have been taught or
communicated; Teacher
encourages students to practice
SEL skills with one another and
some are receptive.
Some evidence that teacher
teaches or has taught SEL skills
development in academic
lessons.
Some evidence that teacher uses
interactive or collaborative
pedagogies that enable students to
develop SEL skills.
Teacher provides generalized
feedback to most students;
attempts to monitor students’
engagement and understanding
throughout lesson.
2 1
Expectations for lesson could
be inferred from teacher.
Teacher may attempt to
connect lesson to prior learning
or personal experience.
Limited evidence that some
SEL I Can Statements and
competencies have been
taught or communicated.
Teacher may encourage
students to practice SEL skills
but few students are receptive.
Limited evidence of integration
of SEL with academics
Limited evidence that teacher
uses interactive pedagogies that
enable students to develop SEL
skills.
Teacher provides generalized
feedback to a few students;
makes at least one attempt to
monitor student engagement or
understanding.
Teacher does not clearly
communicate expectations
of lesson. No evidence of
lesson connecting to prior
learning or personal
experience.
No evidence that SEL I Can
Statements and
competencies have been
explicitly taught or teacher is
unsuccessful in engaging
students to develop and
practice SEL skills.
No integration of SEL into
academic content.
Interactive pedagogies are
not effectively and
appropriately introduced or
supported.
Teacher provides minimal or
no feedback to students;
does not monitor student
engagement or
understanding.
Component Score/Notes
4
My mentor teacher not only explains
learning goals but writes them down
on the board so that students are
aware of the goals for the period of
the lesson
4
The teacher always tie the lesson to
the students’ outside lives
4
The teacher connects the outside
world to the lesson to help the
students better understand
4
Teacher offers the students to sit in
groups as long as they are getting
their work done
4
The teacher monitors the students by
often walking around the room and
providing specific feedback to
different individuals
 2f. Student Most students are engaged in the
Engagement lesson with interest, curiosity,
motivation and passion. Electronic
devices are only used for classwork (if
applicable).
2g. Student Students collaborate efficiently &
Collaboratio respectfully with each other throughout
n most of the lesson.
2h. Teacher Teacher is highly effective in facilitating
as a student learning; uses open-ended
Facilitator questioning & “wait time;” lesson is
student-centered while teacher acts as
a guide; all students participate in the
learning environment.
2i. Student Teacher allows time for individual and
Reflection collective student reflection by
encouraging critical thinking to debrief
academic & social-emotional learning.
Area 3. Classroom Environment, Management, Discipline
4 3
3a. Classroom Classroom atmosphere is cheerful,
Atmosphere welcoming, and organized. Seating
arrangements enable students to
see/ talk/ work directly with one
another.
3b. Classroom rules for safety and
Classroom respect are visibly posted and
Rules reflect student input and restorative
language. No evidence of a public
student behavior tracking system.
3c. Student All students willingly follow class
Behavior rules, routines and procedures.
Students treat teacher(s) and peers
with respect. Students are
responsive to teacher guidance &
feedback.
SEL definition: social and emotional learning is a process through which children and adults learn to recognize and manage emotions, demonstrate care and concern for others, develop positive
relationships, make good decisions, and behave ethically, respectfully, and responsibly.
SEL core competencies: self-awareness, self-management, social awareness, relationship skills, responsible decision making.
Some students are engaged in
the lesson with interest, curiosity,
motivation and passion.
Electronic devices are mostly
used for classwork (if
applicable).
Students collaborate with
efficiency.
Teacher uses strategies to
encourage learning and most
students participate; teacher
prompts students to join in
discussion.
Teacher allots some time for
either individual or collective
student reflection by
encouraging critical thinking to
debrief academic or
social-emotional learning.
Classroom atmosphere is
pleasant. Students are seated
in a way that allows for some
interaction or collaboration.
Classroom rules are posted but
may not include student input
or restorative language. No
evidence of public student
behavior tracking system.
Most students appear to follow
class rules, routines and
procedures and treat
teacher(s) and peers with
respect. Most students are
appropriately responsive to
teacher guidance/feedback.
Few students are engaged in
the lesson with interest,
curiosity, motivation or passion;
some are easily distracted.
Electronic devices are used for
something other than
classwork (if applicable).
Students may be collaborating
but with little efficiency.
Teacher encourages learning
and some students participate,
majority of the lesson is
teacher directed.
Teacher may encourage
students to reflect on the
lesson but doesn’t allow time
for it during class or the
reflection does not encourage
critical thinking.
2 1
Classroom atmosphere is
adequate. Seating may not be
conducive for interaction/
collaboration among students.
Classroom rules may be
displayed but not easily
visible. A student behavior
tracking system may be
visible.
Some students are compliant
to class rules, routines and
procedures and show
adequate respect, and are
fairly receptive to teacher
guidance.
Students are not engaged with
interest, curiosity, motivation or
passion or are
distracted/disruptive during the
lesson. Electronic devices are
distracting and not used
appropriately (if applicable).
No evidence of student
collaboration.
Teacher is unsuccessful in
facilitating learning. Teacher
talk time highly outweighs
student talk time; few
students participate.
Teacher does not engage
student reflection.
Evidence of some disorder in the
classroom atmosphere. Seating
arrangements are not conducive
to student interaction or
collaboration.
Classroom rules are not
displayed. Student behavior
tracking system may be visible
and actively used in the
classroom.
Most students do not appear to
know and/or follow class rules,
routines or procedures. Some
students are disobedient and/or
disrespectful in response to
teacher guidance.
4
Most students are engaged in the
lesson and often work in groups
to help each other.
4
The students collaborate in their
groups and often ask each other
questions
4
The teacher facilitates by first
instructing the classroom as a
whole and then helping different
groups through questions
4
During the end of the class, the teach
brings everyone back together,
often asking a question about the
lesson that also ties to the
students values
Classroom/Subject Observed
Component Score/Notes
4
When first meeting the students,
they were all very welcoming,
asking my name and asking
questions about myself and the
internship process
4
The classroom rules are clearly
posted in the classroom but
often repeated for students
3
Most students follow classroom
rules but not all. They are all
respectful towards their peers.
 3d. Behavior Teacher handles individual behavior
Management problems quickly, discreetly,
respectfully, and with cultural
sensitivity; promotes & allows time for
self-regulation; cues students verbally
& non-verbally as to expected
behaviors. Teacher consistently
follows through until resolve. OR no
evidence of any student misbehavior
Teacher attempts to redirect
behavior problems respectfully
and discreetly. Teacher
response to misconduct is
consistent. Teacher makes
more than one attempt to
redirect problems.
Teacher response to behavior
problems appears to be
consistent, but is conspicuous
and takes some time away
from lesson. After first
attempt, teacher does not
follow through to ensure
problem is resolved.
Teacher does not attempt or is 4
unsuccessful in the attempt to Teacher handles individual
efficiently redirect misbehavior.
behaviors differently depending
Considerable time is taken away
from instruction to address on the students’ needs.
student behavior problems. OR
teacher unsuitably ignores
misbehavior.

3e. Teacher Teacher interacts warmly,
Interaction and respectfully, equitably with
Communication students; actively engages the
majority of students; affirms
students’ contributions; uses
student names. Teacher language
is encouraging, effective, and
culturally responsive.
3f. Student Students have developmentally
Voice appropriate and culturally relevant
voice, choice, & leadership
opportunities. Teacher encourages
students to share their opinions
and many students contribute.
3g. Student A variety of meaningful, creative,
Work and recent student work is
Displayed prominently displayed and clearly
tied to learning goals/objectives.
Overall
Reflection/
Assessment
Teacher interactions with
students are pleasant overall.
Teacher invites participation
from most students and
engages some students.
Teacher language is mostly
effective.
Evidence of some opportunities
for students to develop their
voice and leadership skills.
Students are invited to share
opinions and some contribute.
Some recent student work is
visibly displayed in at least one
area of the room.
Teacher interactions with
students are neutral. Teacher
engages few students;
minimal evidence of teacher
affirming student
contributions. Teacher
language is somewhat
effective.
Students have some
opportunities to develop their
voice. Teacher offers some
encouragement for students
to share but few contribute.
Student work may be
displayed but not easily
visible and/or current.
Teacher interactions with students
are poor and/or inconsistent.
Teacher is unsuccessful in
engaging all students or soliciting
student participation/ contribution.
Teacher language is harsh or
ineffective.
Students have few opportunities
to develop their voice and/or
teacher does not invite students
to share opinions.
Student work is not noticeably
displayed, or the work displayed
is at a very basic level and/or
generic.
4
The teacher interacts with all
students and understands all the
students backgrounds and how
to help them succeed
individually
4
The teacher often encourages
students to share their
perspective either through
raising hands or taking votes
4
The student work is displayed
thoroughly throughout the
classroom

When first arriving at the school, I was able to meet most of the teachers in the English department(my area of focus). I was also
Please detail
a summary of
your introduced to the administrators at the front office, including the principal, and they were all very welcoming, offering a hand for
observations.
*Any AHA help if ever in need while I am there. My mentor teacher was also very welcoming, gave me a tour of the school, and made it
moments?
*How does
social known that I can be a part of the classroom as much as I want or need to. The students were very welcoming, and right away I
emotional
learning drive could tell that most of them had built great relationships with the teacher. One thing I have learned and will carry on to my classes
the experience
in the
classroom? as a teacher is the impotence of building relationships and making emotional connections. Over the past few weeks I have noticed

SEL definition: social and emotional learning is a process through which children and adults learn to recognize and manage emotions, demonstrate care and concern for others, develop positive
relationships, make good decisions, and behave ethically, respectfully, and responsibly.
SEL core competencies: self-awareness, self-management, social awareness, relationship skills, responsible decision making.
 how my mentor teacher has been able to escalate problems and fix behavioral issues with students just because of the relationships

she has with that individual student.

One of the students in one of her classes has ADHD, and most teacher either punish him for his behavior or send him outside of the

classroom, but because of the relationship she has built with this student, and I have noticed, he not only respects her, and now

respects and listens to me, but he listens and is able to sit down and get his work finished by the end of the classroom. Of course

he can be disruptive to the class, and to some teachers it bothers them, but my mentor teacher handles his behavior in a way that he

can go from being disruptive to calmly listening and interacting with the lesson.

Social and emotional learning drives the classroom experience in the sense that there is open, honest and respectful communication

between the students and the teacher(by her understanding their backgrounds), as well as the students and their peers. Students are

friendly with each other in the classroom, disregarding the differences that they may have. It is also very clear when observing the

classroom the different relationships the students have with each other .

SEL definition: social and emotional learning is a process through which children and adults learn to recognize and manage emotions, demonstrate care and concern for others, develop positive
relationships, make good decisions, and behave ethically, respectfully, and responsibly.
SEL core competencies: self-awareness, self-management, social awareness, relationship skills, responsible decision making.