Observation Template 1

Full Period Observation
Classroom Observation Report

Teacher:
Observer: Maureen Lonergan
Class:
Date:
PDP Goals / Areas of Focus:
Narrative / Data Collection:
Type narrative of whats happening during class here.

When finished,
copy/paste behaviors that are evidence of Grid criteria into appropriate spaces below.
You can delete any criteria from the Grid not observed.
You can highlight the individual behaviors your evidence supports.
I. ACADEMICS
Data Analysis: For the purpose of this report, I have highlighted the bullet points that I observed during my visit to your class below.
NOVICE
EXPERIENCED
LEADER
A. VALUES STUDENTS AS INDIVIDUALS AND TREATS THEM WITH EMPATHY

2. Educator makes an effort to know and care for students in
3. *Educator inquires about students lives outside the
the spirit of Cura Personalis.
classroom.
Knows appropriate level of student cognitive development.
Demonstrates knowledge about and care for individual

students lives beyond the class.
Knows the range of interests and needs of students in the

class.
Calls on students by name.

EVIDENCE / COMMENTS:
B. HOLDS STUDENTS, OTHERS, AND ONESELF ACCOUNTABLE TO REASONABLE ACADEMIC AND BEHAVIORAL EXPECTATIONS
1. Educator enforces all school policies outlined in the ParentStudent and Faculty-Staff Handbooks, including:
Submits electronic attendance.
Enforces student dress code.
Sends late students to Deans Office.

2. Educator demonstrates sound classroom management and
3. *Educator demonstrates superior classroom management
maintains an effective learning environment.
and maintains an effective learning environment.
Frequently monitors student behavior and effectively
Uses a variety of strategies to engage students.

responds to disrespectful behavior.
Ensures that transitions are seamless.
Encourages all students to participate.
Respects and encourages students efforts. [CD:2a4]
Talk and behavior between the educator and students and

Subtly monitors student behavior without disrupting the
among students is uniformly respectful. [CD:2a3]
lesson.
Classroom routines function smoothly and efficiently.
Students respectfully correct one another, when necessary.
Students come to class prepared. [CD:2d4]

[CD:2a4]
Student behavior is entirely appropriate; any student

misbehavior is minor and swiftly handled. [CD:2d4]
C. HELPS STUDENTS GAIN THE SKILLS TO BECOME LIFE-LONG LEARNERS, INCLUDING FOSTERING CREATIVE, ANALYTICAL, AND
IMAGINATIVE THINKING
1. Educator creates and maintains an effective learning
2. *Educator relates the subject matter to students' own
environment.
experiences.
Demonstrates a high regard for students abilities and
Communicates passion for the subject. [CD:2b4]

conveys an expectation of high levels of student effort.
Explains content clearly and imaginatively.

[CD:2b3]
Uses rich language, offering brief vocabulary lessons where
States or displays the objective of the lesson clearly.

Explains content clearly.
Uses open-ended questions, inviting students to think
and/or offer multiple possible answers. [CD:3b3]
Makes effective use of wait time. [CD:3b3]
Asks students to justify their reasoning, and most students
attempt to do so. [CD:3b3]
Calls on most students, even those who dont initially
volunteer. [CD:3b3]
Creates discussions that enable students to talk to one
another without ongoing mediation by the educator.
[CD:3b3]
Students expend good effort to complete work of high
quality. [CD:2b3]
Students are actively engaged and productive during
discussion, small-group, or independent work. [CD:2c3]
appropriate, both for general vocabulary and for the

discipline. [CD:3a4]
Encourages critical thinking and analysis appropriate to
grade level.
Builds on and uses student responses to questions in order

to deepen student understanding. [CD:3b4]
Provides resources for reference.
Students indicate through their questions and comments a

desire to understand the content. [CD:2b4]
With minimal prompting by the educator, students ensure

their time is used productively. [CD:2c4]
If asked, students are able to explain what they are learning

and where it fits into the larger context. [CD:3a4]
Students attempt to use language of the discipline correctly.
Students invite comments from their classmates during a

discussion and challenge one anothers thinking. [CD:3b4]
Virtually all students are engaged in the discussion.

[CD:3b4]
D. SOLICITS FEEDBACK FROM STUDENT AND COLLEAGUES ON

6. Educator provides timely and constructive feedback to
11.
students using a variety of methods.
Differentiates feedback to students.
Makes adjustments to the overall lesson when student
feedback indicates a lack of understanding.
Elicits evidence of student understanding. [CD:3d3]
Invites students to assess their own work and make
improvements; most of them do so.
THE TEACHING-LEARNING PROCESS

*Educator uses assessment in daily instruction.
Monitors student understanding and makes use of
strategies to strengthen student understanding.
Makes adjustments designed to assist individual students
when student feedback indicates a lack of understanding.
Uses ongoing methods to assess students skill levels and
designs instruction accordingly. [CD:1b4]
Students indicate that they clearly understand the
characteristics of high-quality work.
F. USES A VARIETY OF ASSESSMENTS TO EVALUATE A STUDENT'S HOLISTIC GROWTH

4. Educator corrects, critiques, and returns student work
within a reasonable time frame.
Demonstrates evidence of having read all student work.
Provides feedback to students that is informative,

insightful, and helpful.
Returns student work regularly. (For most assignments, a

maximum return time is 1 week.)
5. *Educator uses various assessments that evaluate different

skills and knowledge.
Designs a method for assessment for learning outcomes.

[CD:1f3]
Writes clearly written assessment criteria. [CD:1f3]
Uses formative assessments to check for student

understanding during instruction.
Makes adjustments to the lesson during instruction,

based on formative assessment data gathered, when
necessary.
Designs some assessments that are authentic, with realworld application as appropriate.
Designs some assessments that provide opportunities

for student choice.
G. GUIDES INQUIRY INTO SUBJECT MATTER FOR AN AWARENESS AND A DEEPER UNDERSTANDING OF SIGNIFICANT ISSUES AND
COMPLEX VALUES THAT IMPELS TO ACTION
1. Educator demonstrates competence in subject area(s).
2. *Educator provides a variety of learning opportunities to help
3. *Educator
students gain knowledge of the subject and to develop a variety
treats religious
Communicates the importance of the content and the

of skills.
and social justice
conviction that with hard work all students can master the
issues
Invites students to explain the content to their classmates.

material. [CD:2b3]
appropriately in
[CD:3a4]
Makes no content errors. [CD:3a3]

his/her academic
Cites
intraand
interdisciplinary
content
relationships.
Describes specific strategies students might use, inviting

discipline.
[CD:1a4]
students to interpret them in the context of what theyre
Demonstrate
Demonstrates, where appropriate, awareness of possible

learning. [CD:3a3]
s awareness
student misconceptions and how they can be addressed.
The educator models the process to be followed in the

of social
[CD:1a4]
task, when appropriate.
justice issues
Provides
a
variety
of
appropriately
challenging
materials
and
Correctly uses vocabulary, appropriate to students ages

within his/her
resources. [CD:1e3]
and development, and entirely suited to the lesson,
discipline and
Designs and implements lesson activities that require higherincluding, where appropriate, explanations of academic
refers to
vocabulary.
order thinking skills.
them in class.
Encourages higher-order thinking skills.

Provides students with an opportunity for reflection and
closure on the lesson in order to check for understanding.
Uses materials and resources that require intellectual
Thoughtfully organizes instructional student groups in order

engagement, as appropriate. [CD:3c3]
to maximize learning and build on students strengths.
Identifies important concepts of the discipline and how

they relate to one another.
Provides clear explanations of the content. [CD:1a3]
Answers students questions accurately and provides

feedback that furthers learning. [CD:1a3]
Designs instructional strategies in unit and lesson plans

that are entirely suitable to the content. [CD:1a3]

H. INCORPORATES ADVANCES IN TECHNOLOGY INTO THE TEACHING-LEARNING PROCESS

1. Educator utilizes the technology available to develop lesson
plans that incorporate the appropriate use of technology.
Uses technology to achieve lesson outcomes.

(Substitution level in the SAMR Model.)
2. *Educator regularly uses technology tools to enhance

curriculum.
Uses technology to transform and further the lesson.

(Augmentation and Modification levels in the SAMR Model.)
Engages in optional technology professional growth

opportunities within the school community.
III. SCHOOL CULTURE
NOVICE
EXPERIENCED
LEADER
A. DEMONSTRATES THE WILLINGNESS AND ABILITY TO LISTEN, DEVELOPING MUTUAL TRUST WITH STUDENTS AND COLLEAGUES
1. Educator communicates in a professional manner.
Treats colleagues with respect, courtesy, and patience.
Seeks to presume good will in conversations with

others.
Works with faculty mentor and/or department chair to

make appropriate decisions.
Takes time to listen and respond to student questions,

in and out of class.
B. INSPIRES STUDENTS AND COLLEAGUES TO COLLABORATE WITH OTHERS IN SEEKING THE GREATER GOOD AND ENRICHING TEACHING
AND LEARNING
1. Educator works in collaboration with others.
Guides, supervises, and encourages group learning

and student interactions.
Attends department meetings and actively participates

in team projects.
Adheres to mutually agreed upon curriculum and

departmental expectations.

NOVICE
EXPERIENCED
LEADER
A. IS KNOWLEDGEABLE ABOUT THE FOUNDATIONAL DOCUMENTS OF JESUIT EDUCATION

2. *Educator integrates Ignatian values and references
into the classroom when possible.
RELIGIOUSIV. FORMATION/
B. IS OPEN TO THE EXPERIENCE OF THE SPIRITUAL EXERCISES AND ENGAGES IN ONGOING LEARNING AND DEVELOPMENT IN THE
PRINCIPLES OF IGNATIAN SPIRITUALITY AND PEDAGOGY
2. *Educator understands and uses core principles of the
Spiritual Exercises and/or the Ignatian Pedagogical
Paradigm in individual lessons, assignments, and/or
assessments.
C. VALUES HIS/HER WORK AS A VOCATION TO THE MINISTRY OF EDUCATION AND WORKS TO PROMOTE A FAITH THAT DOES JUSTICE
1. Educator models faith and justice in the classroom.
2. *Educator purposefully and appropriately addresses
justice and faith issues with students.
Incorporates prayer into class.

Values students as individuals.
Provides clear classroom expectations to foster

student success.
D. SHARES AND HELPS TO SHAPE THE SCHOOL'S VISION AND ANIMATE THE SCHOOLS MISSION
1. Educator supports the vision and mission of the school
to students, colleagues, and the general public.
Other Recommendations/ Commendations
Post-Conference Comments/Reflections (Teacher)
_________________________________________
Teacher Signature
_________________________________________
Observer Signature
______________
Date
______________
Date

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Full Period Observation

Classroom Observation Report

PDP Goals / Areas of Focus:

Narrative / Data Collection:

Type narrative of whats happening during class here.

Full Period Observation

A. VALUES STUDENTS AS INDIVIDUALS AND TREATS THEM WITH EMPATHY

Knows appropriate level of student cognitive development.

Demonstrates knowledge about and care for individual

Knows the range of interests and needs of students in the

Calls on students by name.

Submits electronic attendance.

Enforces student dress code.

Sends late students to Deans Office.

Frequently monitors student behavior and effectively

Uses a variety of strategies to engage students.

Ensures that transitions are seamless.

Encourages all students to participate.

Respects and encourages students efforts. [CD:2a4]

Talk and behavior between the educator and students and

Classroom routines function smoothly and efficiently.

Students respectfully correct one another, when necessary.

Students come to class prepared. [CD:2d4]

Student behavior is entirely appropriate; any student

Demonstrates a high regard for students abilities and

Communicates passion for the subject. [CD:2b4]

Explains content clearly and imaginatively.

Uses rich language, offering brief vocabulary lessons where

Full Period Observation

States or displays the objective of the lesson clearly.

appropriate, both for general vocabulary and for the

Builds on and uses student responses to questions in order

Provides resources for reference.

Students indicate through their questions and comments a

With minimal prompting by the educator, students ensure

If asked, students are able to explain what they are learning

Students attempt to use language of the discipline correctly.

Students invite comments from their classmates during a

Virtually all students are engaged in the discussion.

D. SOLICITS FEEDBACK FROM STUDENT AND COLLEAGUES ON

Differentiates feedback to students.

Makes adjustments to the overall lesson when student

feedback indicates a lack of understanding.

Elicits evidence of student understanding. [CD:3d3]

Invites students to assess their own work and make

improvements; most of them do so.

THE TEACHING-LEARNING PROCESS

F. USES A VARIETY OF ASSESSMENTS TO EVALUATE A STUDENT'S HOLISTIC GROWTH

Full Period Observation

Demonstrates evidence of having read all student work.

Provides feedback to students that is informative,

Returns student work regularly. (For most assignments, a

5. *Educator uses various assessments that evaluate different

Designs a method for assessment for learning outcomes.

Writes clearly written assessment criteria. [CD:1f3]

Uses formative assessments to check for student

Makes adjustments to the lesson during instruction,

Designs some assessments that provide opportunities

Communicates the importance of the content and the