Teacher: Observer: Class to be observed: Date of observation:

Classroom Observation Form Step 1: Pre-Observation Notes and Reflection

To be filled out by the teacher prior to observations Check off the tools that you are currently using: ! Course Calendar ! Project Briefcase ! Journal ! Discussion ! GradePortal Questions about use of tools: Title of current project: Check off the current phase of the project: ! Project Launch ! Project Development ! Project Wrap-up Description of Project: (standards, big idea, end product, role of student, etc) Current Successes:

Current Challenges:

Focus Areas for Observation: (what would you like specific feedback on?)

Step 2: Classroom Observation

To be filled out by the observer Project Launch - Look Fors Observations I Wonders

Entry Event □ Review of entry document with know / need to know list □ Clear next steps and problem statement □ Review of rubric □ Entry document and rubric clearly aligned to standards

Group Management □ Group contract (roles, norms, expectations) □ Group pacing chart / task list □ Project calendar

General □ Students are engaged □ Students can articulate project goals / end product

Project Development – Look Fors Project benchmarks □ Proposals, drafts, research summaries □ Detailed feedback for groups

Scaffolding Activities (clearly aligned to standards and NTK’s) □ Journal/discussion prompts □ Use of rubrics / peer and self reviews □ Mini-lectures, workshops, discussions, other □ Use of graphic organizers, visual aides

Formative assessments (clearly aligned to standards) □ Support for struggling students □ Detailed feedback for individual students □ Evidence of students reflecting on learning

Group Management □ Group meetings / groups hold members accountable □ Use of task list / pacing chart □ Collaboration evaluations and reflections

General □ Students are engaged □ Students can articulate how work connects to NTKs

Project Wrap-Up – Look Fors Preparing for submittal and presentation of final product □ Peer / self reviews using rubrics □ Practice presentations / tools for preparing for presentations

Presentation of work □ Outside evaluators for student work / tools for evaluators □ Students demonstrate higher order thinking skills □ Students are given feedback on presentations □ Structured and efficient process for presentations □ Class in engaged in presentations or other meaningful work

Summative Assessments (clearly aligned to standards) □ Students receive detailed feedback on end product □ Final collaboration evaluations □ Post test / individual assessment of content knowledge

Project Debrief □ Learning logs / students reflect on learning / goal setting □ Teacher elicits feedback on project from students

Classroom Management The teacher… □ Consistently uses polite and professional tone □ Starts class with a meaningful task that engages students in the work □ Works with students to establish clear behavior expectations and professional relationships

□ Routinely checks for understanding and responds appropriately □ Uses questioning techniques to elicit higher order thinking □ Uses a variety of appropriate motivators that reinforce and shape positive behaviors □ Handles inappropriate behavior in firm, fair, consistent and caring manner (relationship based)

Step 4: Post Observation Conference To be filled out in collaboration of the observer and teacher after the observation

What was successful? What was particularly challenging? What observations and/or evidence support the successes and challenges? What might be done differently? Next Steps: Actions: Ex) Provide more structure for students to track tasks and progress on those tasks 1. 2. 3.

Benchmarks: Ex) Groups will use pacing chart that they update on daily basis and have checked off by teacher 1. 2. 3.