SYSTEM FOR MONITORING ACTIVITIES,

RESOURCES AND TEACHING (SMART)

Lesson Observation Protocol
for
Education Officers

SMART Lesson Observation Protocol 1|Page

PMEU/PDD/MOE
October 2018
 USING THE LESSON OBSERVATION FORM
What is it?

This instrument is to be used to document the successes achieved in the delivery of the National Standards
Curriculum (NSC) and identify the areas where teachers need assistance and further training.

How is it done?

i. At least 30 minutes of a lesson is to be observed before completing this instrument. However,

where possible, please observe the delivery of the entire lesson before assigning ratings.

ii. The key constructs to be observed are

 Planning (Items 10-11)
 Facilitation of Learning (Items 12-20)
 Instructional Materials (Items 21-22)
 Assessment Approach (Items 23-27)
 Interactions (Items 28-32)
 Physical Environment (33-34)

iii. The observation of each lesson should be done in pairs. While observing a lesson, ensure that you
reserve comments until the observation is complete. Your intention should be to observe as much
as possible, in an unobtrusive manner.

iv. Talk to the teacher for a few minutes before conducting the observation. Be pleasant and friendly
to ease the teacher’s anxiety at being observed. Let the teacher know the purpose of the
observation which is to get information about lesson delivery and not for an appraisal.

v. Feel free to make notes as the lesson is progressing but complete the Lesson Observation
Answer Sheet after you have observed the lesson. Ask for the lesson plan to help provide
evidence for judging the planning component of the lesson.

How should you use the information gathered?

i. Following the session, the team is required to debrief and arrive at a common rating for each item
on the Lesson Observation Answer Sheet. Use the revised item descriptors included in this
booklet to guide your ratings. This activity should last no more than 15 minutes. Submit one
answer sheet per pair.

SMART Lesson Observation Protocol 2|Page

PMEU/PDD/MOE
October 2018
 ii. A follow-up reflective interview is to be conducted with the teacher after the lesson has been
observed. The interview questions are included at the end of this booklet. This interview should
last no longer than 10 minutes. Record the teachers’ answers on the Lesson Observation
Answer Sheet in the space provided. If using Google Forms, type your answers in the space
provided
iii. Having completed the observation, please provide oral feedback to the teacher about the strengths
and weaknesses of the lesson. These should be documented on the post-lesson observation
summary protocol included in your package.

iv. All completed forms are to be submitted to the Data Processing Officer in your region/unit for entry
using Goggle Forms which provides a summary of the regional monitoring data in real time. The
Education Officer responsible for coordinating SMART activities in your Region/Unit will guide the
specific protocols to be established for selection and entry in your context.

SMART Lesson Observation Protocol 3|Page

PMEU/PDD/MOE
October 2018
ITEM DESCRIPTORS

GENERAL INFORMATION

1. Grade(s) observed. Mark ALL grades taught by the teacher in the classroom session observed.
This is the ONLY question that more than one choice can be marked.

2. Class Attendance:

Note class attendance at the time of the observation.

 No. of Boys:
 No. of Girls:
 Class Attendance per grade (Multigrade only)
3. Teacher sex: Mark Male or Female

4. The NSC was used to plan this lesson? Kindly indicate whether the NSC document (Pathway I, II,
III) document was used to plan this lesson. This would be evidenced in the Attain Targets and
Objectives utilized.

5. Qualifications. Mark highest level of qualification in teacher education.

6. Area of Specialization.

 Indicate whether teacher is Primary, Secondary or Special Ed Trained, etc.

 If Secondary trained, indicate subject specialization
7. Teaching experience. Indicate the years of experience the teacher has in education.

8. Training last 12 months. Indicate the number of curriculum training events and other professional
development activities – national, regional or school - the teacher has participated in during the last
12 months.

SMART Lesson Observation Protocol 4|Page

PMEU/PDD/MOE
October 2018
 9. Subject/Window observed. Mark the name of the subject taught by the teacher in the classroom
session observed

PLANNING

10. Design of lesson reflects careful planning and organisation.

 The purpose of each activity is clear – to engage, to explore, to explain, to elaborate and to evaluate
(as per the 5Es instructional model);
 The nature and focus of the activities are clear. logically organized and well developed (there is a
beginning, a middle, and an end) and coherent;
 Time allotted for activities is adequate;
 The written plan emphasizes at least one or more appropriate methodologies (STEM; problem-based;
project-based approach, etc.).
 The strategies, activities and assessment are aligned with the objectives of the lesson.
 The goal of the lesson is to support student’s effort in developing the competencies conveyed by the
objectives (content, knowledge, skills and attitudes).
 Learning objectives are differentiated.
 Use of curriculum guides evident in selection of objectives, activities, etc.
 The decision to re-teach, review, use a different approach, reinforce what was taught, introduce new
content is made based on results of continuous assessment.
11. Integrated approach evident (subjects/skills /strands reinforce each other).

 Language Arts (speaking & listening, fluency & recognition, comprehension, study skills, language
structure and writing),
 Operations in Math
 Process skills in Science,
 the Aesthetics (Drama, Music, Visual Arts, ICT and Physical Education),
 Social Science,
 Resource & Technology,

SMART Lesson Observation Protocol 5|Page

PMEU/PDD/MOE
October 2018
 Enrichment subjects (Civics, Health & Family Life Education, Religious Education, etc.)
FACILITATION OF LEARNING

12. Teacher acts as a facilitator.

 Students are allowed to construct their own learning.

 The teacher is the guide, helps students to make meaning, anticipates and corrects misconceptions,
asks probing questions, promotes critical thinking, poses problems, clarifies concepts, and guides
students to conclusions rather than providing the perceived “correct” answer to questions.
 Lecturing is not the predominant method of delivery. Multiple techniques are used to facilitate
learning.
 Teacher may allow students to work independently where applicable and provides the requisite
materials for exploration.
13. A variety of techniques is used to facilitate teamwork/ collaboration.

 A variety of techniques is used to facilitate teamwork/ collaboration.

 The teacher provides opportunities and encourages collaboration between and among students.
 The teacher may assign students to groups or allow students to form their own groups, divide work
to be done among the various groups, establish roles and guides students to alternate roles, give
students adequate time to collaborate to complete the assigned task, provide clear instructions for
group task, etc.
 Peer validation is encouraged.
14. Time provided to complete lesson is managed effectively.

 Teacher allows students adequate time to share information with their peers, finish assigned tasks,
think about their answers, try to correct their errors, construct knowledge, reflect on their own
learning and achieve learning outcomes.
 Teacher makes sure that students reach closure/mastery before moving on and, where necessary,
allows extra time for accommodation of weaker students or those with special needs.
 No time is wasted as teacher and students move from one activity to the other.
15. Lesson accommodates different learning styles/multiple intelligences and learning

SMART Lesson Observation Protocol 6|Page

PMEU/PDD/MOE
October 2018
 abilities.

 Students participate in activities that employ multiple representations of the content (graphics, texts,
audio, etc).
 Teacher may ask a question, guide students towards an answer, ask students to guess and estimate,
give their own opinions and experiences, have them handle materials, observe something, facilitate
inquiry (hands-on), listen to sounds, draw, role play, conduct simulations, etc.
 Strategies, activities and students’ work are differentiated to ensure that all students sufficiently
benefit from the lesson.
 The learning styles of boys and girls are equally met in using instructional methods.
 Opportunities for enrichment and reinforcement are provided.
16. Lesson accommodates students’ prior knowledge and experiences.

 Teacher and students are aware of the experiences that students bring to the classroom and relate
this knowledge to what is being taught.
 What students do in the classroom is connected to their everyday lives.
17. Strategies used facilitate learning.

 The strategies used engage students as active learners reading questions, pre-writing activities,
brainstorming, prediction strategies, problem solving, discovery learning, cooperative
learning/collaborative tasks, demonstration, role play, observation, gaming, mobile learning, inquiry
(hands-on), etc.
 Individualized instructional support strategies are utilized with students who have difficulty meeting
standards.
18. Instructional strategies appropriate.

 Instructional strategies utilized are appropriate to the learner, characteristics of the activities and the
objectives of the lesson.
 Instructional strategies are developmentally appropriate, gender sensitive, culturally relevant and
provide students with tasks that require them to use higher order thinking skills.
19. Instructional strategies effectively used.

SMART Lesson Observation Protocol 7|Page

PMEU/PDD/MOE
October 2018
 Teacher demonstrates mastery in the use of the strategies adhering to the underlying principles.
 Teacher exercise flexibility in adapting the strategies to suit the needs of the learner and the context.

20. Instructional strategies varied. Teacher utilizes two or more instructional strategies to keep
students interested and actively engaged.

INSTRUCTIONAL MATERIALS

21. Teacher uses instructional materials effectively. Teacher demonstrates competence in the use
of instructional materials, tools and equipment to achieve intended objectives and engage students as
active learners.

22. Students use learning materials effectively. Students safely use instructional materials, tools
and equipment, as guided, to carry out tasks and achieve intended learning objectives.

ASSESSMENT APPROACH

23. Students are assessed at different stages of lesson.

 Assessment of students’ learning is conducted prior to the start of a new activity, at the early stages,
midway through the activity and as it concludes in an effort to determine whether students’ level of
understanding allows them to proceed to the next phase.
 Assessment of students learning is conducted at various stages of learning
24. Useful and continuous feedback is evident.

 Assessment criteria negotiated/agreed on/clarified

 Opportunities provided for the sharing of findings from self and/or peer assessment
 Facilitator responds in ways that create/maintain a climate for honest, open and constructive
feedback that are relevant to intended goals and emergent needs/issues
 Facilitator seeks to understand students’ interpretations by probing or seeking clarification/illustration
 Facilitator shares observations and reports on progress and/or achievement based on the purpose of
the lesson,
 Students are allowed to indicate/take corrective action

SMART Lesson Observation Protocol 8|Page

PMEU/PDD/MOE
October 2018
 25. A variety of strategies is used to measure students’ progress.

 Assessments focus on student performance in relation to standards/competencies

 Assessment of students’ progress is facilitated using two or more of the following: questions and
answers, journals, portfolios, pencil and paper tests, oral presentations, observation schedule, rubrics,
projects, models, drama, simulated activities, checklists, personal reflection, self-assessment, etc.
 Assessment of students’ learning is facilitated using appropriate taxonomies such as Bloom’s
Taxonomy and Norman Webb’s Depth of Knowledge (DOK).
 The above may be observed during the lesson or may be on display in the classroom. Or teacher may
show the observer students’ work that was used for grading – compositions, projects, journals, etc.
 Students are given multiple opportunities to demonstrate competence using a variety of techniques
(self and peer assessment, etc).
26. An assessment plan is used to guide assessment activities.

 It is clear that there is planning and purpose underlying the manner in which teacher assesses
student progress.
 Assessment strategies are aligned with the activity, skill, or content being learned, as well as, the
students’ learning needs.
27. Teacher’s instructional decisions are informed by assessment data. The decision to re-teach,
review, use a different approach, reinforce what was taught, introduce new content is made based on
results of continuous assessment.

INTERACTIONS

28. Classroom atmosphere encourages student participation.

 The atmosphere in the classroom permits and encourages student participation.

 Teacher and students make the effort to be patient, affirming, respectful of varying opinions and
individual differences and are tolerant of errors.
 There is an atmosphere of high expectations.
 Students are not over corrected or intimidated by their peers or the teacher.
 Conversation pattern is teacher-student-student-student- teacher.

SMART Lesson Observation Protocol 9|Page

PMEU/PDD/MOE
October 2018
 The psycho-social environment is conducive to learning (warm, care centred, safe ways of dealing
with challenges or unpleasant events/ situations, etc.)
29. Students actively participate in classroom activities.

 Students initiate, create, manipulate information and concrete materials or tools.

 Students ask questions, make suggestions, take risks, attempt to answer questions, estimate and
solve problems, ask for and provide explanations, initiate interactions and teamwork, etc.
30. Lesson design encourages collaborative learning approach.

 The lesson is organised to allow students to work in pairs or groups under the direction and
supervision of the teacher, to engage in group projects, to exchange ideas, and foster positive
interpersonal relationships.
 Students work cooperatively with one another, with pairs, independently and with different academic
ability groups.
31. Classroom is a resource rich environment.

 Samples of students’ work are displayed in the classroom, where applicable, and regularly updated.
 Adequate quantity of teaching and learning materials for teachers and students is available. They are
attractive, learner-friendly and current.
 Textbooks are up-to-date and available for all students.
 Learning materials are displayed in the classroom (where applicable).
 All students have access to and use the available technology (traditional, mainstream, instructional,
assistive etc.).
 Where applicable, activity corners are established inside the classroom and are used by students as
supplementary learning materials.
32. The classroom is arranged to facilitate collaborative/team learning.

 The learning environment is arranged in a manner that enables students to work in learning
teams/communities.
 Different grouping arrangements should be considered for example mixed abilities.
PHYSICAL ENVIRONMENT

SMART Lesson Observation Protocol 10 | P a g e

PMEU/PDD/MOE
October 2018
 33. Physical environment supports student centred learning

 Seating/ work area/ space is adequate, flexible, allows learners to move freely
 Classroom/ lab is well lit
 Classroom/ lab is well ventilated
 Safety and hygiene practise are being observed.
34. Information Communication Technology (ICT) infrastructure is adequate

 Sustainable power source is available throughout the classroom

 Classroom has power outlets
 Classroom has internet access
 Low (tape recorders, T.V), medium (digital camera, document reader etc.) and high (laptops, multi-
media projectors etc.) tech ICT tools are available for use within the classroom space.

POST LESSON OBSERVATION INTERVIEW

1. What training workshops have you attended?

2. What did you learn at the workshop(s) that you are currently using in your work?

3. What did you learn at the workshop(s) that you have not been able to use in the context of this school?

4. Are there any obstacles to using innovative practices that you have learned at the workshop(s)? If so, what
are they?

POST LESSON OBSERVATION SUMMARY

SMART Lesson Observation Protocol 11 | P a g e

PMEU/PDD/MOE
October 2018
1. What was the most satisfactory aspect(s) observed during this lesson?

2. What was the least satisfactory aspect(s) observed during this lesson?

3. Apart from the aspects included in the Lesson Observation Form, what else were you able to observe that
impacted learning?

4. What would you recommend to improve this teacher’s performance in the classroom?

SMART Lesson Observation Protocol 12 | P a g e

PMEU/PDD/MOE
October 2018