FORM B, FACULTY TEACHING OBSERVATION

Faculty Member ______Academic Year ______

Division ______Department ______

Observer ______Date of Observation ______

The following Standards Framework is to be used for the observation portion of the faculty evaluation process. Either during or after the observation, the observer will note in the table below which behaviors, happenings, questions, actions (indicators) took place that related to the desired teaching behavior. The observer can also make a comment related to the behavior. Explanations and examples of behaviors that would fit in each category are given on page 2. Send the original and a copy of this form and any attachments to the Human Resources Office (Central File) within five working days of the observation. Send copies to the faculty member and dean/IlS.

Teaching Behavior / Indicator/Comment
1. Instructor knows subject.
2. Class shows evidence of planning.
3. Lesson objectives are made clear to students.
4. Instructional methods engage students.
5. Content is placed in context of what went before and what is to come.
6. Lesson flows in logical and coherent manner.
7. Lesson involves cognitive engagement above the knowledge level.
8. Instructor models critical thinking skills and/or directly teaches problem solving.
9. Instructor is respectful of all students.
10. Instructor uses instructional time well.
11. Instructor checks for student understanding.
12. Instructor communicates in standard English at the college level.
13. Instructor is invested in having students grow beyond their experience.
14. There is evidence of established classroom management procedures.

Additional comments and suggestions (use separate sheets as necessary):

FORM B, FACULTY TEACHING OBERSRVATION

Explanation of Standards Framework. The following table provides examples of and elaborates on the teaching behaviors to be assessed during the teaching observation.

Teaching Behavior / Example/Elaboration
1. Instructor knows subject / Correct information given to students, correct use and pronunciation of content terminology.
2. Class shows evidence of planning / Teaching materials such as handouts are ready. Transitions are smooth. Technology set up and ready.
3. Lesson objectives are made clear to students. / Goals are written on board or told to students. Reference made to goals during lesson.
4. Instructional methods engage students. / There is student talk, questions, discussion, evidence of student interest, students working on tasks. Instructor shows enthusiasm for subject.
5. Content is placed in context of what went before and what is to come. / Information and concepts are linking to assist in comprehension and retention. Students are kept apprised of how the current content fits into the whole course.
6. Lesson flows in logical and coherent manner. / The lesson has a beginning, middle, and end. Note that a one-hour observation may not encompass all of this. Instructor stays on course with lesson goals.
7. Lesson involves cognitive engagement above the knowledge level. / Instructor questions, instructor assigned activities, and instructor talk are designed to have students think at the comprehension, application, analysis, synthesis, and evaluation levels of Bloom’s taxonomy.
8. Instructor models critical thinking skills and/or directly teaches problem solving. / Verbalization of approach to problem solving. Ex: “The first thing I do when presented with this kind of problem is look for . . . .”
9. Instructor is respectful of all students. / Knows names, is sensitive to cultural differences, recognizes student questions and concerns, praises appropriately, give appropriate feedback.
10. Instructor uses instructional time well. / Takes care of “housekeeping” in a timely manner; most of the allotted time is spent in instruction.
11. Instructor checks for student understanding. / Can be as simple as asking, “Are there any questions?” or can be a quiz or other form of assessment.
12. Instructor communicates in standard English at the college level. / All instructor talk and all written materials are in proper English. Instructor should model good language skills and assist students in building their own vocabulary.
13. Instructor is invested in having students grow beyond their experience. / Activities or discussion that extends students’ view of the world beyond what they encounter in the media and in the neighborhood.
14. There is evidence of established classroom management procedures. / Procedures are in place — such as students raising their hand before asking a question, all cell phones being turned off – that facilitate learning. Students know how to turn in assignments, etc.

January 30, 2009Page 1 of 2