Teacher: _________________________________ Date: _______________________________

Observer: ________________________________ Class: ______________________________

Unit: _________________________________________________________________________
Lesson: ______________________________________________________________________
Objective(s):
______________________________________________________________________________
______________________________________________________________________________
Content Standard(s) Addressed: (For all courses)
______________________________________________________________________________
______________________________________________________________________________
Mathematical Practice(s) Targeted: (For math/science courses)
______________________________________________________________________________
______________________________________________________________________________
1. Planning and Instruction:
Establishes clear and meaningful
instruction designed around the
districts curriculum.
Instructional plans take into account
the diversity of all learners.
Instruction encourages student
enthusiasm and involvement.
Assignments have a clear purpose:
providing practice and/or exploration
of skills.
Demonstrates understanding of
curriculum.
Demonstrates knowledge of the
subject matter.
Communicates clear learning
objectives.
Promotes high academic time on task
to maximize student learning.
Assess student learning during the
lesson and adjusts instruction
accordingly.
Provides opportunities for guided and
independent practice.
Provides meaningful feedback during

Emergin
g

Developin
g

Proficien
t

Commendabl
e

activities and on homework to assist in

student learning.
COMMENTS:

2. Professionalism:
Instructor models ethical behavior and
encourages others to do the same.
Supports positive change in policies
and practices affecting student
learning.
Develops and maintains positive
working relationships with colleagues,
students, and parents.
Collaborates with school personnel to
create a professional learning
community.
Demonstrates punctuality.
Demonstrates effective oral and
written communication skills.
Follows established school policies
and procedures.
Reviews and uses alternative resources
and strategies to take advantage of
student strengths and address
weaknesses.
COMMENTS:

Emergin
g

Developin
g

Proficien
t

Commendabl
e

3. Classroom Management:

Emergin
g

Developin
g

Proficien
t

Commendabl
e

Treats all students in a fair and

equitable manner.
Actively monitors student behavior
during the school hours.
Maintains appropriate student
behavior and the dignity of
individuals.
Creates a safe, welcoming
environment for all students.
Motivates students through verbal and
nonverbal communication.
Establishes routines that encourage
effective learning and instruction.
COMMENTS:

4. Detail the teaching/learning activities observed. (Lesson summary)

5. Detail specific teaching behaviors monitored. (Teaching strategies/techniques)

6. Highlights/Suggestions/Comments:

7. Goals to work on before the next evaluation date:

________________________________________________
Principals Signature
Date

I have received a copy of this form. ________________________________________________

Teachers Signature
Date
Signing this form means the evaluation has been discussed between both participants. If I do not
agree with this evaluation, I know I may submit a letter to be placed in my personnel folder with
copies to the superintendent and principal as appropriate.

How to Use the Observation Form

This form will be used while the observer is in the classroom. After the observation is
complete, the observer will fill out a more comprehensive form using the districts online McREL
evaluation tool (http://www.mcrel.org/about-us). Together the observer and teacher will decide
upon a meeting time and place, at which point both evaluation forms will be discussed and
signed. To maintain privacy, the meeting should be held in the principals office.
The point of this evaluation form is to be a tool in pinpointing strengths and areas of
improvement for teachers. It should be low stress and used as a means to improve the classroom
experience for teachers and students alike. When discussing the evaluation, the observer and
teacher should outline an achievable goal (or goals) for the areas of improvement. They should
also discuss how the goals will be achieved (professional development, classes, workshops,
observing other teachers, etc.). After a plan has been set, a second meeting will be scheduled to
discuss the progress being made towards the goal(s). When the next evaluation comes around,
goals and plans from the previous evaluation will be discussed to see if satisfactory performance
has been made.