Classroom Walkthrough
Walkthrough Timeframe
It is recommended that each classroom walkthrough last 10-15 minutes.
Walkthrough Scale
NA = Not Applicable in portion of lesson observed during walkthrough
NO = Not Observed
O = Observed
The New Mexico Instructional Audit Classroom Walkthrough was developed utilizing the following resources:
· Marrufo, E. and Romero, A. Las Cruces Public Schools Level I, II, and III Observation Form
· Danielson, C. (2007) Enhancing Professional Practice A Framework for Teaching
· Chicago Public Schools (2009). Resource Guide for Teachers – CPS Framework for Teaching
Classroom WalkthroughSchool: / District: / Observer: / Observation Date/Period:
Subject Area:
(please include program if applicable) / Grade: / Time in Class:
Number of students: / Estimated # of students on task:
How are students grouped during walkthrough? Check all that apply / Where is the teacher during walkthrough? Check all that apply
Working independently
Working in pairs
Working in small groups
Whole group / With individual students
With a small group
In front of the entire class
At desk
Domain 1: Planning and Preparation Demonstrating knowledge of content and pedagogy, students, setting instructional outcomes, resources, designing coherent instruction, and student assessments.
NA / NO / O / Evidence
The plan and practice reflect solid knowledge of the content, prerequisite relationships between important concepts and of the instructional practices specific to the discipline. / Statements of student learning, not student activity.
Learning tasks that require high-level student thinking and are aligned with lesson objectives.
Clarity and purpose of lesson.
Interdisciplinary connections in plans and practice.
Activities aligned with the goals of the lesson.
Incorporation of student interests and events of the day into a lesson.
Outcomes of a challenging cognitive level.
Outcomes differentiated for students of varied ability.
Lesson and unit plans reflect important concepts in the discipline and accommodate prerequisite relationships among concepts and skills.
Learning targets are aligned to NM adopted standards
Instructional targets are stated as measurable and observable goals for student learning.
Leaning is differentiated by scaffolding content and academic language for diverse learners.
Multiple materials (textbooks, supplementary materials) are used to enhance content knowledge.
Assessment is explicitly planned for to ensure student learning outcomes.
Teacher continuously assess both student comprehension and learning of all lesson objectives throughout the lesson.
Domain 2: Creating an Environment for Learning
Creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures and student behavior, and organizing physical space.
NA / NO / O / Evidence
Teacher states positive, clear expectations for student behavior prior to learning activities that are posted at student eye level and are accessible to students. / High expectations, supported through both verbal and nonverbal behaviors.
Recognition of quality.
Recognition of effort and persistence.
Students actively “working,” rather than watching while their teacher “works”.
Circulating to monitor student learning and to offer feedback.
Smooth functioning of all routines.
Little or no loss of instructional time.
Clear standards of conduct, possibly posted, and possibly referred to during a lesson.
Absence of acrimony between teacher and students concerning behavior.
Reinforcement of positive behavior.
Safe environment.
The teacher has explicitly established routines/systems for students who are prepared and ready to start learning tasks at the beginning of the class period to include for transitions to facilitate an organized classroom.
Teacher moves around class visually scanning student’s level of academic engagement.
Teacher moves around room and visually scans student’s self-regulation, interactions with each other, and cooperation with classroom expectations.
Teacher gives frequent verbal and nonverbal positive acknowledgement to individual students and to class.
Teacher provides students with regular opportunities to receive and give feedback on their learning and language.
Domain 3: Teaching for Learning
Communicating with students, using questioning and discussion techniques, engaging students in learning, using assessment in instruction, demonstrating flexibility and responsiveness.
NA / NO / O / Evidence
Key vocabulary is introduced, written, repeated and highlighted for students. / High levels of student participation in discussion.
Questions of high cognitive challenge, formulated by both students and teachers.
Questions with multiple correct answers, or multiple approaches even when there is a single correct response.
Suitable pacing of the lesson: neither dragging nor rushed, with time for closure and student reflection.
Teacher poses questions to elicit evidence of student understanding.
Teacher pays close attention to evidence of student understanding.
Students assessing their own work against established criteria.
Visible adjustment in the face of student lack of understanding.
Teacher seizing on a teachable moment.
Assessment of student attainment.
Effective use of physical resources, including computer technology, by both teacher and student.
Teacher elicits responses equitably from all students and allows adequate response time.
Teacher is able to provide feedback in a timely manner that is substantive, constructive, aligned to content, and specific to each student.
Teacher provides students with regular opportunities to receive and give feedback on their language and learning.
Teacher makes connections between past learning and new concepts.
Teacher visually monitors students work for accuracy, and uses activities, questions, clickers, gestures to periodically monitor students’ comprehension and demonstration of learning.
Teacher provides opportunities for students to apply and reflect on their new learning by analyzing, synthesizing, and evaluating information.
Teacher uses assessment results (informal, formative, short cycle, quizzes, chapter tests, etc.) to adjust daily activities to meet the instructional needs of students.
Teacher monitors student learning by using a variety of teaching strategies.