WSCU Formal Observation Tool

Please complete the Formal Observation Tool. Specific comments are required for sections where scores of 1 or 2 are
given. ***Note: Techniques referenced are from Teach Like a Champion 2.0 written by Doug Lemov & TQS refers to
Teacher Quality Standards.

Pre-observation
Conference & Planning for Instruction *
Criterion Performance Rating
Exemplary Effective Improvement Unacceptable Score
Necessary

Lesson plan was provided at least 24 hours 4 3 2 1 4

prior to the scheduled observation.

Lesson plan includes sufficient detail to allow 4 3 2 1 4

resident to carry out the plan during teaching.

Lesson activities are aligned to Colorado 4 3 2 1 4

Academic Standards. (TQS-I.A.pp)

Lesson activities are aligned to measureable 4 3 2 1 4

learning objectives. (TQS-I.A.pp)

Lesson activities are aligned to the 4 3 2 1 4

districts/schools plan of instruction. (TQS-
I.A.pp)

Behavioral expectations are clearly identified 4 3 2 1 4

within the lesson plan.

Instruction is differentiated to meet the needs of 4 3 2 1 3

individual students using appropriate strategies,
accommodations, and resources (ELL, SPED,
behavior/physical challenges and gifted). (TQS-
II.D.pp)

Plans instructional strategies that articulate 4 3 2 1 3

content and interdisciplinary connections.
(TQS-I.E.pp)

Plan includes strategies to help students 4 3 2 1 4

access and make connections to prior
knowledge (Anticipatory Set). (TQS-I.F.b)

Plan includes scaffolded instruction (I Do/We 4 3 2 1 4

Do/ You Do).

Plan includes appropriate closure and ensures 4 3 2 1 3

understanding/ demonstration of learning
(D.O.L).

Plan includes appropriate means of assessing 4 3 2 1 3

learning objective(s). (TQS- III.B.b)

Rubric Score 44

Rubric Mean 3.666

Comments (If a score of 1 I can tell that with practice Jess is learning to write and follow comprehensive plans.
or 2 is received, please
provide feedback and
suggestions for
improvement.):

Lesson Observation
Classroom Management & Inclusive Learning Environments *
Criterion Performance Rating
Exemplary Effective Improvement Unacceptable Score
Necessary

Establishes expectations for appropriate 4 3 2 1 3

classroom behavior by clearly communicating
and enforcing rules, procedures and routines.
(TQSII.F.b)

Uses positive framing to guide appropriate 4 3 2 1 4

behaviors. (TQS-II.A.b) Technique 58: Positive
Framing

Manages minimally disruptive behavior with 4 3 2 1 3

least invasive intervention. (TQS-II.F.p)
Technique 53: Least Invasive Intervention

Uses effective transitions between activities and 4 3 2 1 4

lessons. (TQS-II.F.p)

Demonstrates an awareness of student 4 3 2 1 3

behaviors and participation during the lesson.
(TQS-II.F.p) Technique 51: Radar/Be seen
looking

Engages with students to create a safe, 4 3 2 1 4

positive, and inclusive learning environment
that promotes or reinforces mutual respect,
understanding, and responsiveness to differing
perspectives and cultures. (TQS-II.A.b)

Demonstrates positive, supportive and 4 3 2 1 4

respectful interactions with all students.

Rubric Score 25

Rubric Mean 3.571

Comments (If a score of 1 Jess is learning and implementing a solid set of behavioral management techniques, it
or 2 is received, please takes time to develop an awareness of every student for every small group activity.
provide feedback and
suggestions for
improvement.):

Lesson Delivery *
Criterion Performance Rating
Exemplary Effective Improvement Unacceptable Score
Necessary

Ensures all materials are accurate, appropriate 4 3 2 1 4

and available and operation prior to the
beginning of the lesson. (TQS-I.D.b)

Has an anticipatory set that makes connections 4 3 2 1 4

to previous learning. (TQS-I.F.pp)

States the objectives for the lesson, including 4 3 2 1 4

what they are going to learn, why they are
learning it, and how they are going to
demonstrate their learning. Technique 16:
Begin with the End &Technique 18: Post It

Demonstrates communication & maintenance 4 3 2 1 3

of high academic expectations for all students.
(TQS-III.E.pp) Technique 11: No Opt Out,
Technique 12: Right is Right, Technique 13:
Stretch It, Technique 14: Format Matters,
Technique 15: Without Apology

Implements scaffolded instruction (I Do/We 4 3 2 1 4

Do/You Do). (TQS-I.D.b)

Checks for mastery of each step of the lesson 4 3 1 4

to inform future instruction. Technique 6:
Affirmative Checking

Puts procedures in place to maximize 4 3 2 1 3

instructional time. (TQS-II.F.pp)

Circulates throughout classroom during student 4 3 2 1 3

work time to provide assistance to students.
Technique 24: Circulate

Allows students time to think before answering 4 3 2 1 4

(Wait time). (TQS-II.C.p) Technique 32: Wait
Time

Uses varied questioning strategies. (TQS- 4 3 2 1 3

II.C.p)

Actively engages students in learning (use of 4 3 2 1 4

technology, eliciting responses, facilitating
responses, providing collaborative learning
opportunities, use of manipulatives). (TQS-
II.D.pp, TQS-II.c.a, & TQS-I.F.pp) Part 3 Ratio

Monitors instruction against student 4 3 2 1 4

performance and makes real time adjustments.
(TQS-III.B.pp)

Differentiates instruction to take into account 4 3 2 1 4

the various academic needs of students (gifted,
exceptional learning needs, ELL). (TQS-III.A.b)

Implements lessons that reflect student 4 3 2 1 4

interests. (TQS-I.B.pp & T-II.C.b)

Flexibly groups students to encourage 4 3 2 1 4

collaboration. (TQS-III.F.p)

Incorporates critical thinking and problem 4 3 2 1 3

solving skills. (TQS-III.E.pp)
Provides explanations of content that are 4 3 2 1 4
accurate, clear, concise and comprehensive.
(TQS-I.D.pp)

Make instruction and content relevant to 4 3 2 1 4

students. (TQS-I.F)

Lesson closure is clear and includes review of 4 3 2 1 4

the objectives.

If applicable, explains homework and a 4 3 2 1 4

provides a preview of the next lesson.

Rubric Score 75

Rubric Mean 3.75

Comments (If a score of 1 Jess did a great job of establishing the lesson targets and sticking to her plan. She did her
or 2 is received, please best to differetiate for certain students needing more or less support.
provide feedback and
suggestions for
improvement.):

Assessment *
Criterion Performance Rating
Exemplary Effective Improvement Unacceptable Score
Necessary

Evaluates student learning throughout the 4 3 2 1 4

lesson using a variety of appropriate formative
assessments. (TQS-III.H.b)

Uses appropriate methods to assess what each 4 3 2 1 3

student has learned, including formal and
informal assessments and uses results to plan
further instruction. (TQS-III.H)
*This may not be observable, but should be
discussed within the post-observation
conference.

Provides actionable, timely, specific and 4 3 2 1 4

individualized feedback about the quality of
student work to students. (TQS-III.H.p)
*This may not be observable, but should be
discussed within the post-observation
conference.

Rubric Score 11

Rubric Mean 3.666

Comments (If a score of 1 Jess knows our students well so that is a great advantage in the way she can design
or 2 is received, please instruction to meet student needs.
provide feedback and
suggestions for
improvement.):

Lesson Presentation
 *Note: Change in rubric
1=Unacceptable (Rarely/Less than 50%) 2=Improvement Necessary (Occasionally/about 50%) 3=Effective
(Often/about 75%) 4=Exemplary (Very Often/about 90%) *
Criterion Performance Rating
Exemplary Effective Improvement Unacceptable Score
Necessary

Maintains eye contact with all students 4 3 2 1 4

Displays poise: relaxed self-confident nature 4 3 2 1 4

with minimal distractions (filler words, nervous
mannerisms) and quickly recovers from
mistakes Technique 54: Firm Calm Finess

Uses strong Voice: clearly and appropriately 4 3 2 1 4

communicates Technique 56: Strong Voice

Uses strong Voice: uses appropriate volume 4 3 2 1 4

Technique 56: Strong Voice

Uses strong Voice: communicates with 4 3 2 1 4

enthusiasm Technique 56: Strong Voice

Implements appropriate pacing Chapter 6: 4 3 2 1 3

Pacing

Creates a nurturing and caring classroom 4 3 2 1 4

environment that facilitates mutual respect and
positive relationships between and among
students, while showing empathy for each
student (TQS-II.A.b & p)

Rubric Score 27

Rubric Mean 3.857

Comments: Jess shows strong skills in this area. We have been discussing the pacing of a lesson and
giving 2 minute warnings before we make a transitions and the need to adjust any lesson
according to the timing of the day and activities.

Total Score 182

Total Mean 3.714