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Classroom Observation Checklist

The faculty classroom observation form is used to observe and provide feedback on teaching practices in seated classes. It includes categories like variety and pacing of instruction, organization, presentation skills, clarity, content knowledge, instructor-student interaction, use of technology, and discipline-specific teaching behaviors. Observers can choose to rate instructors in each category as needs improvement, proficient, advanced, or exemplary, or can use the form as a checklist to note observed teaching activities without ratings. The form is intended to support faculty development and performance evaluations.

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REYNALDO ENRIQUEZ
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© © All Rights Reserved
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65 views

Classroom Observation Checklist

The faculty classroom observation form is used to observe and provide feedback on teaching practices in seated classes. It includes categories like variety and pacing of instruction, organization, presentation skills, clarity, content knowledge, instructor-student interaction, use of technology, and discipline-specific teaching behaviors. Observers can choose to rate instructors in each category as needs improvement, proficient, advanced, or exemplary, or can use the form as a checklist to note observed teaching activities without ratings. The form is intended to support faculty development and performance evaluations.

Uploaded by

REYNALDO ENRIQUEZ
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Faculty Classroom Observation Form

Seated Classes

Directions: This form is intended primarily as a checklist, not a scaled rating form. Reviews should indicate the
presence of teaching activities/behaviors already established as indicative of effective teaching. Use NA if an
item is not relevant for this class or for this instructor. To accommodate the diversity of pedagogical practices,
criteria may be added with the approval of the dean for that program/discipline.

Although the observation can be used as a checklist, the observer may elect to provide a general rating for each
subset of teaching practices using either a numeric or descriptive rating. Please keep in mind that the observation
reflects a "snapshot" of teaching and is not intended as a representation of overall teaching practices. If the
observer elects to provide a general rating for each subset, the following guidelines are suggested:

N - Needs Improvement P - Proficient A - Advanced E - Exemplary NA - Not Applicable

With numeric ratings, the intent is that each subset of teaching practices stands alone. There is no overall rating
given to the instructor at the end of the observation form.

When used with full-time faculty, the observation summary could be one piece of documentation used
in the annual performance evaluation (PDP). It could be used by either the instructor to support
Advanced or Exemplary ratings or by the Division Director to support Needs Improvement ratings.

Division Directors, Discipline/Program Chairs, or their designees should check to make sure that the
course has been approved for the online information systems and is available electronically for
students. The course should include the core competency.

The process will be expedited if observer familiarizes him/herself with the form ahead of time.

Observer is not required to complete narrative section following each category of teaching practices.
This section can be used when needed to help illustrate a concern, an exceptional teaching behavior,
or general trends noticed during the observation.

A copy of both the Classroom Observation Form and the Teaching Self-Assessment will be given to
both the observer and the instructor.
A review with instructor should be conducted as soon as possible after observation.

Instructor: Date:

Course Prefix and Number: Course Title:

Number of Students: Observer:

Online Syllabus Posted:

Revised September 2010 Page 1 of 6


Check if Rating
Variety and Pacing of Instruction
Observed

Uses a variety of instructional methods


Allows adequate wait time when asking questions
Responds to wrong answers constructively
Draws non-participating students into activities/discussion
Prevents specific students from dominating activities/discussion
Asks probing questions when student answers are incomplete
Guides the direction of the discussion
Refrains from answering own questions
Mediates conflict or differences of opinions
Uses active learning strategies (group work, paired discussions, polling)
Provides explicit directions for active learning tasks (e.g. rationale, duration, product)
Allows sufficient time to complete in-class assignments
Specifies how learning tasks will be evaluated (if appropriate)
Provides opportunities for students to practice what they have learned
Examples of instructor actions or behaviors that demonstrate above:

Check if Rating
Organization
Observed

Begins and ends class on time


Relates this and previous class(es), or provides students with opportunity to do so
Provides and follows an outline or organization for the class session
Has all necessary materials and equipment readily available
Uses effective transitions between class topics
Conveys the purpose of each class activity or assignment
Completes the scheduled topics
Summarizes periodically throughout and at end of class or prompts students to do so
Takes attendance throughout the semester
Examples of instructor actions or behaviors that demonstrate above:

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Check if Rating
Presentation Skills
Observed

Communicates audibly and clearly


Establishes and maintains eye contact with students
Varies pace and tone to keep students alert
Uses a presentation style that facilitates note-taking
Uses positive and appropriate humor
Incorporates various instructional supports (film, diagrams)
Responds to changes in student attentiveness
Handouts are easy to follow

Examples of instructor actions or behaviors that demonstrate above:

Check if Rating
Clarity
Observed

Notes and explains new terms or concepts


Elaborates or repeats complex information
Uses examples to explain content
Makes explicit statements drawing student attention to key ideas
Pauses during explanations to ask and answer questions
Relates new ideas to familiar concepts

Examples of instructor actions or behaviors that demonstrate above:

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Check if Rating
Content Knowledge
Observed

Makes accurate statements according to discipline standards


Incorporates current research in the field
Cites authorities to support statements
Presents divergent viewpoints
Makes distinctions between fact and opinion
Communicates the reasoning process behind operations and/or concepts

Examples of instructor actions or behaviors that demonstrate above:

Check if Rating
Instructor-Student Interaction
Observed

Attends respectfully to student comprehension or puzzlement


Asks questions of students that challenge them to think more deeply
Invites student participation and comments
Incorporates student responses when appropriate
Encourages students to respond to their peers throughout the discussions
Treats students with respect
Uses positive reinforcement to encourage student participation and intellectual risk-taking
Encourages students to interact civilly/respectfully with each other
Addresses potentially disruptive behaviors before they impact learning environment

Examples of instructor actions or behaviors that demonstrate above:

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Check if Rating
Use of Technology
Observed

Effectively incorporates a variety of instructional technologies to enhance student learning (PPT, websites, YouTube,
blogs, etc.)
Uses Bb or Moodle to provide supplemental materials

Examples of instructor actions or behaviors that demonstrate above:

Check if Rating
Discipline/Program Specific Teaching Behaviors
Observed

Example: Uses contextualized learning to help make content relevant for students

Examples of instructor actions or behaviors that demonstrate above:

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What went well in this class?

What suggestions for improvement do you have?

Follow-up:

Print Form

Revised September 2010 Page 6 of 6

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