CURRICULUM

Instructional School Visit Form

Date:

Observer:

Grade/Course:

Subject:

Standard/Benchmark/
Learning Target(s)
The Classroom
Creating an Environment of Respect and Rapport
Teacher interaction with
students
Student interaction
Establishing a Culture of Learning
Importance of content
Student pride in work
Expectations for learning
and achievement
Managing Classroom Procedures
Management of
instructional practices
Management of transitions
Management of materials
and supplies
Performance of
non-instructional duties
Supervision of volunteers
and paraprofessionals
Clear Expectations
Monitoring student
behavior

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Instructional School Visit Form
Responding effectively to
student behavior
Organizing Physical Space
Safety and arrangement of
furniture
Accessibility to learning
and use of physical
resources
Instruction
Communicating Clearly and Accurately
Learning goal
(s)/objective(s) is/are
posted and match the
observed lesson
Learning Goal in student
friendly language

Learning Goal focused on

knowledge, information or
skill as opposed to an
activity or assignment?
Directions and procedures
are aligned to the learning
target and communicated
clearly
Teacher serves as the
facilitator for student
learning
Students can rephrase and
explain the purpose of the
lesson
Standards-based
instruction is evident

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Instructional School Visit Form
Using Questioning and Discussion Techniques
Recall - Level One
(identify, list, label,
measure, calculate, define,
etc.)
Skill/Concept - Level Two
(Graph, classify,
cause/effect, summarize,
interpret, predict, etc.)
Strategic Thinking - Level
Three (Revise, Assess,
Formulate, Draw
Conclusions, Assess, Cite
Evidence, Hypothesize,
etc.)
Extended Thinking - Level
Four (Design, Connect,
Synthesize, Analyze,
Create, Prove, etc.)
Engaging students in Learning
Meaningful Activities and
assignments
Groupings of students are
suitable to the activities
Appropriate instructional
materials and resources
Clear structure and
appropriate pacing
Using Assessment in Instruction
Monitoring of student
learning
Quality assessment:
accurate, substantive,
constructive, and specific

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Instructional School Visit Form
Timely feedback to
students
Evidence of student selfassessment
Demonstrating Flexibility and Responsiveness
Evidence of differentiation
Appropriate remediation,
enrichment, and
acceleration opportunities
A variety of group sizes
and activities (whole group,
small group, pairs, etc.) to
accommodate students
learning needs.
Activities promote critical
and creative thinking
I noticed...

I wonder...