Formal Classroom Observation Form Page 1 of 3

Formal Classroom Observation Form

Directions: This form is to be used for probationary teachers and teachers with continuing
contract status. Observers should use the form to provide feedback to teachers about the
observation.

Teacher’s Name Date Observed: 10/2/2020 Time: 10:30am

Dr. Benton
The teacher is:  Probationary
 Continuing Contract
Observer’s Name: Timothy LeColst

Formal Classroom Observation Form

1. Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of
students by providing relevant learning experiences.

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 Effectively addresses appropriate curriculum  Demonstrates skills relevant to the subject

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standards. area(s) taught.

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 Integrates key content elements and facilitates  Bases instruction on goals that reflect high

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students’ use of higher level thinking skills in expectations and an understanding of the
instruction. subject.

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 Demonstrates ability to link present content with past  Demonstrates an understanding of the
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and future learning experiences, other subject areas, intellectual, social, emotional, and physical
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and real world experiences and applications. development of the age group.
 Demonstrates an accurate knowledge of the subject  Communicates clearly and checks for
area(s) taught. understanding.
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Comments: The teacher seems very knowledgeable of the content being taught. He had a goal
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in mind and was able to move students to that goal.

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2. Instructional Planning
The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies,
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resources, and data to meet the needs of all students.

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 Uses student learning data to guide planning.  Aligns lesson objectives to the school’s curriculum
 Plans time realistically for pacing, content mastery, and student learning needs.
and transitions.  Develops appropriate long- and short-range plans
and adapts plans when needed.
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 Plans for differentiated instruction.

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Comments: Not observed.

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3. Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet
individual learning needs.

 Engages and maintains students in active learning.  Uses a variety of effective instructional strategies
 Builds upon students’ existing knowledge and and resources.
skills.  Uses instructional technology to enhance student
 Differentiates instruction to meet the students’ learning.
needs.  Communicates clearly and checks for
 Reinforces learning goals consistently throughout understanding.
lessons.

Comments: Teacher acted as a facilitator during the experiment only offered up suggestions when
called upon. Students were engaged 85% of the time. Teacher checked many times for
understanding and looked to see where the science was taking the students. Teacher reinforced
many times to the different student groups what he hoped they would realize, “results and logic”
make for good Science.

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4. Assessment of and for Student Learning

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The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide
instructional content and delivery methods, and provide timely feedback to both students and parents throughout the

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school year.
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 Uses pre-assessment data to develop expectations  Uses assessment tools for both formative and
for students, to differentiate instruction, and to summative purposes and uses grading practices that
document learning. report final mastery in relationship to content goals
 Involves students in setting learning goals and and objectives.
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monitoring their own progress.  Uses assessment tools for both formative and
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 Uses a variety of assessment strategies and summative purposes to inform, guide, and adjust
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instruments that are valid and appropriate for the students’ learning.
content and for the student population.  Gives constructive and frequent feedback to
 Aligns student assessment with established students on their learning.
curriculum standards and benchmarks.
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Comments: Teacher had students talk and work together to form their conclusions, but no real
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assessment was given. Teacher did allow for students to present their explanations, but did not
test whether or not they were achieving the learning objective for the day.
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5. Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered
environment that is conducive to learning.

 Arranges the classroom to maximize learning  Promotes cultural sensitivity.

while providing a safe environment.
 Establishes clear expectations, with student input,
for classroom rules and procedures early in the
school year, and enforces them consistently and
fairly.
 Maximizes instructional time and minimizes
disruptions.
 Establishes a climate of trust and teamwork by
being fair, caring, respectful, and enthusiastic.
 Respects students’ diversity, including language,
culture, race, gender, and special needs.
 Actively listens and pays attention to students’
needs and responses.
 Maximizes instructional learning time by working
with students individually as well as in small
groups or whole groups.

Comments: Students were able to move about the room and felt comfortable with their teacher
and their peers. Students were engaged for the majority of the time, and understood the classroom
norms. Teacher maximized the time with the different groups of students to understand their logic

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and reasoning. The students had a sense of trust and worked on collaborating to form their

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conclusions.

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6. Professionalism

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The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for

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and participates in professional growth that results in enhanced student learning.
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 Collaborates and communicates effectively within  Works in a collegial and collaborative manner with
the school community to promote students’ well- administrators, other school personnel, and the
being and success. community.
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 Adheres to federal and state laws, school policies,  Builds positive and professional relationships with
and ethical guidelines. parents/guardians through frequent and effective
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 Incorporates learning from professional growth communication concerning students’ progress.

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opportunities into instructional practice.  Serves as a contributing member of the school’s

 Sets goals for improvement of knowledge and professional learning community through
skills. collaboration with teaching colleagues.
 Engages in activities outside the classroom  Demonstrates consistent mastery of standard oral
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intended for school and student enhancement. and written English in all communication.
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Comments: Teacher was professional and understood where he wanted the students to go.
Students were mostly engaged while the teacher was talking from the front of the room.
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7. Student Academic Progress

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The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

 Sets acceptable, measurable, and appropriate  Provides evidence that achievement goals have
achievement goals for student learning progress been met.
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based on baseline data.  Uses available performance outcome data to

 Documents the progress of each student continually document and communicate student
throughout the year. progress and develop interim learning targets.

Comments: Measuring if students obtained would be an area of growth, as the diagram only
proved what the group knew or was thinking. It did not allow for students to show if they have

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mastered the concepts taught.

Additional Comments:

Teacher’s Name ___Dr. Benton____________________________________________

Teacher’s Signature _______Dr. Benton____________________ Date

___10/2/2020_______

Observer’s Name ______________Timothy LeColst_________________________________

Observer’s Signature _____Timothy LeColst____________ Date __10/2/2020___________

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