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OBSERVATION TOOLS

This packet of Observation Tools was contributed by First District RESA TSS participants.
Some of these tools were developed by Teacher Support Specialists to fit observation of a
specific teaching task or dimension as identified in the Georgia GTEP Evaluation Manual.
Other tools were developed to accommodate observation of unique classroom situations not
addressed in a particular GTEP task or dimension.

Tool Page
Monitoring Individual Student Behavior 2
Effective Classroom Instruction 4
I.E.P. Annual Review 6
Student Procedures 8
Monitoring Behavior 10
Appropriate Behavior 11
Teacher-Student Verbal Interactions 12
Provides Instruction 14
Building for Transfer 15
Managing Learning Environment 16

Tools developed by Teacher Support Specialists. Contributed by Nelda Bishop, First District
RESA.

TSS
Nov. 15, 2001
Observation Tool 1

Monitoring Student Behavior

Setting:

This instrument would be useful in the classroom during instruction. A student’s behavior would
be observed to determine the degree that he or she demonstrates particular behavior skills that
are deemed important for students to be successful in the classroom and in life in general.

Rationale:

The rationale for using an instrument such as the behavior observation checklist is two-fold.
One, it helps the teacher identify deficits (or strengths) in student’s behavior. This information
could then be used to develop a behavior plan for the student to follow in the classroom. Two,
the observation tool would provide valuable documentation that could be needed during a parent-
teacher conference or when discussing a particular student with another teacher experiencing
similar problems. An administrator may also find the information useful if disciplinary issues
are involved.

Instrument:

The instrument is designed to work with one particular student that has been pre-identified as a
needed case study. To do observations on multiple students with this instrument, student
names could be color-coded and the checkmarks would then have to match the color of the
name. This may work well with two or three students but with many more it may be confusing.
Ideally, one observation instrument per student would be implemented.

Data Analysis:

Data would show the degree in which the behavior skills are performed. The teacher would
need to decide which areas of deficit to concentrate on and ways to increase proficiency in that
area. Some means of positive reinforcement should be used.

RESA.

Behavior Observation

Student Name:_______________________________
Date:__________________________
Teacher Name: Cindy Felkins

Behavior Skill Never Rarely Most of the Time Always

On Time and Prepared
1. Arrives to class on time
2. Brings necessary materials
3. Completes homework

Respects Peers
1. Respects others’ property
2. Listens to peers
3. Responds appropriately to peers
4. Respects others’ opinions
5. Refrains from abusive language

Respects Teacher/Staff
1. Follows directions
2. Listens to Teacher/Staff
3. Accepts Responsibility for actions

Demonstrates Appropriate Character
Traits
1. Demonstrates positive character traits
(i.e. kindness, trustworthy, honesty)
2. Demonstrates productive character traits
(i.e. patience, thorough, hardworking)
3. Demonstrates a level of concern for
others

Demonstrates a Level of Concern for
Learning
1. Remains on task
2. Allows others to remain on task

RESA.

Observation Tool 2

Effective Classroom Instruction

Instructional Setting:

This instrument is designed for use in any classroom K-12. The purpose of the
instrument is to collect data that reflects effective classroom instruction. Effective
instruction is determined by the following criteria: Teacher Preparation/Instruction
Format, Classroom Management, and Physical Environment.

Rationale:

This instrument is designed to reflect evidence of demonstrated basic teaching practices
that are necessary for effective classroom instruction.

Instrument:

The observer will record evidence of criteria by placing a check in the appropriate
column. Notes will be written in the “Comments” section following each checklist.
These will be helpful for the post-conference discussion.

Data Analysis:

An analysis of the data will enable the observer and the teacher to determine whether
the components of effective instruction were demonstrated during the observation. The
teacher can use this information to adjust instructional planning and classroom
management techniques.

RESA.

Effective Classroom Instruction Checklist

I. Teacher Preparation Yes No N/A
A. Lesson plans with objectives identified ___ ___ ___
B. Use of technology ___ ___ ___
C. Materials prepared and appropriate ___ ___ ___

Comments:

II. Classroom Management Yes No N/A
A. Evidence of discipline plan ___ ___ ___
B. Teacher movement in room ___ ___ ___
C. Positive interaction with students ___ ___ ___
D. Provides enrichment/remediation ___ ___ ___
E. Uses appropriate verbal communication ___ ___ ___
F. Uses appropriate nonverbal communication ___ ___ ___
G. Gives clear directions ___ ___ ___
H. Appropriate time management ___ ___ ___
Comments:

III. Physical Environment Yes No N/A
A. Clean ___ ___ ___
B. Attractive ___ ___ ___
C. Safe ___ ___ ___

Comments:

Observer’s Signature Teacher’s Signature

Date Date
RESA.

Observation Tool 3

I. E. P. Annual Review

Setting: This instrument is designed for use in I.E.P. Annual Review meetings. The Special
Education Service Coordinator will organize and conduct the meeting with the I.E.P. Committee.

Rationale: The purpose for observing is to enhance efficiency in procedures and operations of
the Annual Review process. Special Education teachers are held accountable for I.E.P.
paperwork completed within the State and Federal mandated timelines.

Instrument: The observer will record data by checking the yes/comment or the no/comment
column. Specific notes may be recorded to discuss at the post conference.

Data Analysis: Analysis of the data will help enhance the I.E.P. development and
implementation. Strengths and successes as well as problem areas will be implemented.

RESA.

Annual Review
Observation Instrument

Meeting Date:

Special Education Service Coordinator:

Competencies Observed
Yes/Comment No/Comment
Competency
Teacher introduced members of the
committee.

I.E.P. Committee included
required members.
Teacher stated purpose of
meeting.
I.E.P. included all components
as outlined in Annual Review
Checklist.
Teacher is able to
communicate effectively with
parents regarding questions
and placement.
I.E.P. was completed within
specified time line.

Secured all required
signatures.

Reviewed Parental Rights.

Mentor’s Signature Mentee’s Signature

RESA.

Observation Tool 4

Classroom Procedures

Instructional Setting:
The observation instrument is designed for use in all classroom settings.

Rationale:
In every classroom, it is important for students to be aware of classroom procedures.
When students clearly know what is required of them and how to carry out certain
necessary tasks, learning time is maximized. This is a critical part of any classroom
management policy.

Instrument:
The observer will place a check in the viewed column when students are viewed
following the listed class procedures. If procedures are not viewed, a check will be
placed in the not viewed column. Other behaviors can be added to the instrument.
The comments column is used for notes during the observation.

Data Analysis:

In evaluating the data, the teacher will be able to determine how well the students
follow the set procedures. The teacher analysis will identify procedures that need to be
reviewed and procedures that are mastered. It will also help determine if certain
procedures need to be added in the classroom. This provides valuable insight into
classroom management.

RESA.

Classroom Management: Student Procedures

_____Procedures are posted in the classroom.

Students follow the Not
procedure Viewed Comments
for the following: Viewed

1. Entering the classroom
appropriately

2. Giving the teacher
attention.

3. Seeking teacher
assistance.

4. Sharpening pencils.

5. Throwing trash away.

6. Finishing work early.

7. Turning in work.

8. Class dismissal.

10. Using the restroom.

11. Using resource
materials.

12. Making up missed work.

Tools developed by Teacher Support Specialists. Contributed by Nelda Bishop, First District RESA.

Observation Tool 5

Checklist for Monitoring Behavior

_____ Establish clear and consistent expectations

_____ Provides positive feedback when appropriate

Examples:

_____ Scans class; observes entire class

_____ Moves around room

_____ Student desks cleared

_____ Students begin work together

_____ Students raise hand for help

_____ Students remain in desks

_____ Divides attention equally among students

_____ Provides intervention when necessary

Behavior Intervention
Student

Comments:


Observation Tool 6

Appropriate Behavior
C - Intervening
2
Date:
A. Proximity Control
Time:
B. Eye Contact
Subject:
C. Signals/Gestures
Grade:
D. Stating a Rule
E. Calling Student Names
F. Hand on Shoulder
G. Snap Fingers
H. Raise Hand
I. Count
J. Positive Reinforcement
K. Sign Language
L. Silence
M. Change Seating
N. Remove Child
O. Other


Observation Tool 7

Teacher-Student Interaction

Setting:
Exchanging verbal comments between teachers and students is an integral part of any
lesson. This instrument is designed for use in any classroom where teacher-student
interaction occurs.

Rationale:
Effective communication skills are important to the classroom teacher. The teacher must
be able to successfully get across the goals of the lesson when the comments of the
students are not always predictable or relevant. Therefore, this tool will show how you can
enhance the learning environment and increase positive on-task responses with teacher
comments.

Instrument:
A letter from the code selection will be placed in the appropriate box to show the type of
response given by the student to the teacher and vise versa.

Data Analysis:

In evaluating the data, the teacher will be able to tell which students participated, their
type of response, and how she reacted to it. The teacher will be aware of those students
who make inappropriate responses and the need for possible rephrasing of questions to
these students.


Type of Other
Type of Type of Comments
Exchanged
Response Comment
Question Not related to
(Student) Returned by
Question
Correct-C Teacher
Student Name Open ended – O Off Subj.-O Praise-P
N Correct-N Negative-N
Other-O
Closed – C

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.


Observation Tool 8
Provides Instruction: Task I

Teacher Date:

Subject: Time:

A. Instructional Level
! Small Blocks Comments
_____intersperses practice
_____builds on previous knowledge
_____lesson organized

B. Content Development
! Teacher focused
_____definitions
_____models
_____demonstrating
_____examples
! Student focused
_____on fee, off seat
_____TIM
_____instructional aids

C. Building for Transfer
! Initial focus
_____clear objective
_____overview/outline
_____reviewing
_____purpose/rational/relevance
! Content emphasis
_____critical attributes
_____link to life experiences/prior or future
learning/through association
_____similarities/differences
! Summaries
_____beginning
_____throughout
_____end
_____student involvement


Observation Tool 9
Building for Transfer
Initial Focus

States objectives clearly
Provides a context for objectives w/various techniques (organizers,
examples, review, relevance)
Gains attention of students

Comments:

Content Emphasis and/or Linking

Stresses the importance of topic

Emphasizes critical attributes that distinguish learning

Points out similarities & differences

Relates to life experiences

Provides techniques to facilitate memorization

Comments:

Summaries
Reemphasizes lesson objectives

Involves students in review

Summarizes/reviews throughout lesson

Summarizes/reviews at end of session

Comments:


Date:
Time:
Observation Tool 10
Managing the Learning Environment

Pro-Active Reactive
1. Detects inappropriate behavior
1. ( ) classroom monitoring and intervenes.
[….having groups begin seatwork 2. Uses proximity control, eye
together] contact, signals, and monitoring
2. Observes the entire class and scans a student’s name to redirect.
frequently 3. Prompts student to ensure that
3. Divides attention among students appropriate behavior begins
4. Establishes and maintains rules and after redirection.
procedures 4. Provides feedback only to
5. Provides positive feedback students causing problems.
5. Deals with disruption
TEACHER appropriately. (i.e., avoids
arguments or power struggles.

Comments:

P - #Proactive R - #Reactive
X - Student off task V - Teacher called on volunteer
? - Student asks question N - Teacher called on non-volunteer
√ - Appropriate response by instructor


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