Classroom Observation Guidelines

Division of Mathematics and Sciences

Purpose of the observation

The classroom observation system serves three major purposes. First, the observation is intended to provide feedback to the observed faculty member, to identify strengths in their teaching, as well as identify possible areas for professional growth as a teacher. Second, the observation report is intended to provide evidence of continued professional growth of the observed faculty member. This evidence can be used to make the case for tenure, promotion and in support of teaching awards. Lastly, the observing instructor may glean ideas for improving his/her own instruction.

Guidelines for the observer

  1. Please announce your visit to the classroom at least one week in advance. The goal is to provide an atmosphere of trust and collegiality. As part of the introduction, please share this form with the observed instructor. Request to see a summary of the topics that will be discussed (e.g., a lesson plan), a syllabus, and assignment(s) that illustrate how the taught material will be tested. If desired, discuss the purpose of the observation in person or by phone. The observed instructor may request that the focus of the observation be on a specific teaching technique or may ask for guidance on a specific challenge.
  2. During the observation, take notes and try to be as inconspicuous as possible. It may be appropriate to observe students during group or lab activities. You may also ask a student to see class notes (if the student permits this and if you believe it would be of interest to the observation). Ordinarily, an observation should last for the entire class period. In cases where this is more than 80 minutes, the observer may coordinate a suitable time when to end the observation.
  3. It is appropriate for the observer to ask for some time for debriefing with students. The observer should emphasize the collegial nature of the observation, and should ask students to name strengths and suggest areas for improvement for the observed instructor. During debriefing with students, the observed instructor should leave the classroom.
  4. After the observation, you may meet with the observed and discuss your assessment.

Guidelines for the Observed Instructor

  1. Please communicate with your observer whether the requested time is good for an observation. It may not be the best use of the observer’s time to witness an exam being given.
  2. Provide your observer with a lesson plan (or other suitable summary) of the class period, as well as any handouts you intend to use. If you wish to have the observer comment on a specific teaching method, or suggest solutions to a challenge, please discuss this prior to the observation.
  3. Provide the observer with sample assignments. These may be copies of graded assignments (where the observer could comment on the written feedback you give to individual assignments), or of future assignments. In any case, the assignments should illustrate that students are challenged beyond the basic levels of learning.

Observation Form

  1. The Summary of the observation should reflect what you observed in the class period. Please keep this part as objective as you can. You may include a list of topics, a description of the teaching techniques used, images of handouts, images of a student’s class notes, or other artefacts that you deem are important to illustrate your colleague’s teaching.
  2. The following categories provide an analysis of the teaching methods used. This may be subjective, but should use evidence from the “Summary” section to substantiate your opinion.
  3. Communication (Communicates clearly verbally and nonverbally)
    This part may include how well the verbal instruction is connected to any visual support (PowerPoint, Whiteboard, Handouts).
  4. Instruction (Provides for different learning styles of students; Maximizes classroom time, devoted to the teaching/learning process; Maintains a positive classroom environment).
    The VARK classification of learning styles focuses on Visual, Auditory, Read/Write and Kinesthetic learners. It is not expected that every class period include activities for each learning style, but the observer should note which teaching techniques correspond to the learning styles, and may also suggest activities that would reach other types of learners. Other classifications of learning styles exist, and the observer may choose to elaborate on a different system if desired.
    The use of class time goes beyond just arriving on time and using the allotted length of time. Considerations include varying the type of instruction so as to keep students focused on task, idle time when some students are done with one task while others still work, and focus of the class discussion.
  5. Interaction (Encourages student participation; Provides positive feedback to students’ questions and comments; Uses a variety of techniques to engage students)
  6. Depth of Learning (Challenges students to perform on higher levels of thinking [Applying or higher on in Bloom’s Taxonomy]; Encourages critical thinking; Displays expectation of students’ success) It is expected that the goal of the course includes more than just the basic layers of learning (remembering and understanding). The observation report should include examples (possibly from assignments that were given previously, or will be given later in class), where students are challenged to apply the learned material in new contexts (critical thinking). An ideal observation report would show how the discussion in the observed class period prepares students for a higher-learning activity later on in the course. This is not always possible. Nevertheless, the observed instructor should provide some artefacts that show how students are challenged in the course.
  7. The next two items are highly subjective. The observer should provide several perceived strengths and several suggestions for improvement. It should be noted that the purpose of the observation system is to provide ideas for implementation in the future. A suggestion for improvement does not mean that the observed class period was bad, but rather is a way to stimulate discussion with the goal of improving instruction.
  8. The “Concerns” area is for noting significant shortcomings, if any. This may be used in cases where the observer questions the observed faculty member’s subject matter knowledge, where the observed faculty member is not prepared, or does not engage in meaningful teaching activities. Please substantiate any concerns with your observations and with references to reviewed materials. If no concerns are noted, simply leave this blank or write “N/A”.
  9. The observed instructor may agree or disagree with the report and may add comments in either case.
  10. Make sure that the observation report is completely filled out and returned to Kathy Voileswithin the same semester the evaluation is performed, preferably before finals week. This will give the academic Dean time to review the report and make any necessary decisions for the upcoming semester

Classroom Observation ReportName: (of observed faculty member)

Page 1Date: (of observation)

Summary
Note the focus of the observation (if requested).
Provide a summary of the class period.
Estimate time spent on each topic.
Summarize the debriefing with students.
Note other items reviewed, such as syllabus, exams, projects, homework.

Comment on each category and provide evidence from the summary in support

  1. Communication

Communicates clearly verbally and nonverbally

  1. Instruction

Provides for different learning styles of students

Maximizes classroom time, devoted to the teaching/learning process

Maintains a positive classroom environment

  1. Interaction

Encourages student participation.

Provides positive feedback to students’ questions and comments.
Uses a variety of techniques to engage students.

  1. Depth of Learning

Challenges students to perform on higher levels of thinking (Applying or higher on in Bloom’s Taxonomy).
Encourages critical thinking.
Displays expectation of students’ success.

Perceived Strengths:
List 2-4 teaching techniques that you perceive as a major strength

Suggestions for Consideration:
Provide 2-4 suggestions for improvement

Areas of Concern (if any):
This may include lack of subject area knowledge, poor preparation, excessive digressions, late arrival, early dismissal of class, etc.

Additional Comments, if any, based on the observation:

Date of post-conference: ______

Signature of Observer: ______

Signature of Observed Instructor: ______

Please check one:

I agree with this observation

I do not agree with this observation

Comments (if any):