Walk-Through Observations

By © 2009
Michael D. King
Classroom observation is by far the most common form of data collection for teacher evaluation.
In order to obtain a representative sample of the teacher’s performance in the classroom, several
different classroom observations must occur. One observation of one class does not provide
sufficient data. A frequent complaint by teachers is that evaluators do not take the time to gather
relevant information and provide them with useful feedback. On the other hand, teacher
evaluators need some vehicle not only for collecting performance data but also for
communicating it to the teacher.

The central purposes of Walk-Through observations are to establish a reflective dialogue with
teachers on what is being observed in the classroom. Walk-Through observations are short,
usually not lasting more than three to five minutes in duration.

During the time that the evaluator is in the classroom, observations of teaching practices are
recorded on the Walk-Through observation form. At the end of the Walk-Through the evaluator
provides that teacher with feedback presenting the information gathered from the observation
which is checked off on the form. The form should also include a place for remarks under the
categories of reflective thoughts and reflective questions. Reflective thoughts and questions are
the key components to a walk-through observation. The purpose for a written statement and
question is to encourage the teacher to reflect their thinking about a lesson, classroom
environment or professional practices. The evaluator’s reflective statements should always be
non-judgmental and in the form of a statement followed by a question. The assessment criteria
can be built around district performance expectations or designed around teacher and student
behavioral criteria. An example of a behavioral teacher walk-through assessment form with
printed teacher criteria and reflective thoughts followed by a question are provided in (Exhibits
1-1 through 1-15 .)
 Exhibit 1-1
Criteria Based Walk-Through Assessment Form
Teacher ____________________ Date __________ Time _________ Subject _________

DOMAIN ONE: PLANNING

Develops and prioritizes weekly to yearly plans that are in direct alignment with priority
skills matched to district and state standards.
Lesson plans reflect an understanding of student developmental characteristics and patterns
of learning.
Designs instruction in reflective response to the unique needs and learning styles of
individual students.
Involves students in interactive activities that stimulate their interest and participation.
Utilizes grading patterns that are fairly administered and based on identified criteria.
Uses a variety of alternative assessment strategies to “know” the whole child.
DOMAINTWO: CLASSROM ENVIRONMENT
Transitions occur smoothly, with little loss of instructional time.
Teacher-student interactions are friendly and demonstrate general caring and respect. Such
interactions are appropriate to the age and cultures of the students. Students exhibit respect
for the teacher.
Instructional outcomes, activities and assignments, and classroom interactions convey high
expectations for most students.
Teacher is alert to student behavior at all times.
Teacher uses physical resources skillfully, and the furniture arrangement is a resource for
learning activities.
DOMAIN THREE: INSTRUCTIONAL PERFORMANCE
Clearly communicates specific learning objectives to students
Captures student attention through active involvement.
Uses a variety of interaction techniques to enhance communication, such as class discussion.
Provides guided practice for new learning that is appropriate to the level of complexity and
difficulty of the content.
Moves among students to give assistance during guided practice.
Differentiates independent practice based on individual learner needs.
Acknowledges student responses in positive, praising, and encouraging ways.
Structures question load to the correct level of complexity and difficulty to meet individual
expectations.
Closes the lesson by restating and summarizing the learning objective.
Reflective Statement:

Reflective Question:

(O = Observed) (N = Needs Attention) (U = Performance Assistance Needed) (Blank = Not Observed)

Evaluators Signature: _______________________________ Date__________________

© 2009 Michael D. King

 Exhibit 1-2
Behavior Based Walk-Through Assessment Form

Teacher _____________________________Time _________ Subject _____________________

Student Engagement Teacher Engagement

___ Students were on task at 80% ___ Using structuring statements

___ Working Independently
___ Asking questions
___ Working problems at the board
___ Reading
___ Listening
___ Working in groups
___ Discussing assignment
___ Making a presentation
___ Transitioning
___ Monitoring seat work
___ Providing guided practice
___ Asking higher order questions
___ Modeling
___ Lecturing
___ Giving directions
___ Answering questions
___ Providing corrective feedback
___ Praising student efforts

Reflective Statement: ___________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

Reflective Question: ____________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

Evaluators Signature: _______________________________ Date__________________

© 2009 Michael D. King

 Exhibit 1-3
Executive Function of Teaching
Walk-Through Assessment Form

Teacher ___________________________ Time _________ Subject ____________________

Develops and prioritizes weekly to yearly plans that are in direct alignment with
priority skills matched to district and state standards.

Lesson plans reflect an understanding of student developmental characteristics and

patterns of learning.

Designs instruction in reflective response to the unique needs and learning styles of
individual students.

Involves students in interactive activities that stimulate their interest and

participation.

Utilizes grading patterns that are fairly administered and based on identified criteria.

Uses a variety of alternative assessment strategies to “know” the whole child.

Reflective Statement:

Reflective Question:

(O = Observed) (N = Needs Attention) (U = Performance Assistance Needed) (Blank = Not Observed)

Signature_______________________________________________ Date _________________

© 2009 Michael D. King

 Exhibit 1-4
Walk-Through Assessment
CLASSROOM ENVIRONMENT

Teacher _______________________ Time _______________ Subject ______________

Use of Physical Resources
The classroom is safe, and learning is equally
accessible to all students.
Teacher uses physical resources skillfully, and
the furniture arrangement is a resource for
learning activities.
Monitoring Student Behavior
Standards of conduct are clear to all students.
Teacher is alert to student behavior at all
times.
Teacher response to misbehavior is
appropriate and successful and respects the
student’s dignity, or student behavior is
generally appropriate.
Expectations for Learning
Classroom interactions convey high
expectations for most students.
Teacher conveys genuine enthusiasm for the
content
Students demonstrate pride in that work.
Reflective Statement:
Positive Climate
Students exhibit respect for the teacher.
Teacher-student interactions are
friendly.
Management of Transitional Time
Small-group work is well organized,
and most students are productively
engaged in learning.
Transitions occur smoothly, with little
loss of instructional time.
Routines for handling materials and
supplies occur smoothly, with little loss
of instructional time.
Pacing Decisions
Strategies are used to ensure that all
students receive the level of instruction
that they need?
Provides additional time for those
students who are demonstrating
difficulty in learning.

Reflective Question:

(O = Observed) (N = Needs Attention) (U = Performance Assistance Needed) (Blank = Not Observed)

Evaluators Signature: _______________________________ Date__________________

© 2009 Michael D. King

 PERFORMANCE CRITERIA

Domain One: Executive Functions of Teaching

Planning
 Develops and prioritizes weekly to yearly plans that are in direct alignment with priority
skills matched to district and state standards.
 Plans for the resources and activities needed to accomplish the learning task.
 Plans for assessment strategies that clearly communicate to students that they are
progressing toward state assessment standards.
 Uses a variety of visual and manipulative aids regularly as an integral part of planning
lessons and assignments.
 Lesson plans reflect an understanding of student developmental characteristics and
patterns of learning.

Written Records
 Maintains a written record of student progress as outlined by district policy
 Maintains records as required by, law, district policy, and administrative regulations.

Designing Meaningful Task

 Designs instruction in reflective response to the unique needs and learning styles of
individual students.
 Designs learning task for opportunities to transfer learning to other disciplines.
 Involves students in interactive activities that stimulate their interest and participation.
 Designs authentic tasks oriented to real-life applications.

Assessing Student Performance

 Utilizes grading patterns that are fairly administered and based on identified criteria.
 Is cognizant of student success rates.
 Uses a variety of alternative assessment strategies to “know” the whole child.
 Provides the students with constructive feedback in regard to their performances.
 Uses assessment results to plan for subsequent instruction.
 Shares diagnostic profile data with individual students and parents.
Developing Content Objectives
 Demonstrates the ability to select content at the correct level of complexity and difficulty
for student learning.
 Understands the prerequisites and relationships among concepts and can link cognitive
structures to ensure high success rates.
 Can design meaningful learning experiences which are developmentally appropriate and
understands how concepts are tied together as prerequisites of prior knowledge.
 Uses state and district learning criteria to develop content objectives.

Domain Two: INSTRUCTIONAL PERFORMANCE CRITERIA

SET
 Clearly communicates specific learning objectives to students
 Provides context for objective by presenting an overview or outline of how information
fits together.
 Provides context for objective by reviewing related previous work
 Provides context for objective by describing the purpose of, rationale for, or relevance of
what is being taught.
 Captures student attention through active involvement.

MODELING
 Organizes and presents content information in a logical sequence.
 Uses a variety of interaction techniques to enhance communication, such as class
discussion.
 Provides time in the lesson to demonstrate what is required to complete the activity or
assignment.
 Gives clear directions as needed to ensure high success rate.
 Uses a level of language that students can understand.
 Guides students in using a wide array of higher cognitive operations, such as analyzing,
synthesizing, and evaluating.

GUIDED PRACTICE
 Provides guided practice for new learning that is appropriate to the level of complexity
and difficulty of the content.
  Continues guided practice until a majority of students are capable of mastering the lesson
outcome.
 Uses an array of question types that promote different levels of thinking on the part of the
students.
 Encourages and guides student responses and student/teacher interactions.
 Moves among students to give assistance during guided practice.
 Praises student efforts and responses using phrases, sentences, and tone inflections that
are meaningful to the students.

INDEPENDENT PRACTICE
 Assigns independent practice after successful guided practice.
 Assigns appropriate independent practice through in-class or homework activities.
 Differentiates independent practice based on individual learner needs.
 Encourages students to seek assistance from other school personnel, parents, and others
in conjunction with independent practice assignments.
 Reminds students of deadlines for completion of independent practice assignments.

REINFORCEMENT AND CORRECTIVE FEEDBACK

 Acknowledges student responses in positive, praising, and encouraging ways.
 Avoids negative reactions, criticisms, threats, and sarcasm.
 Provides specific feedback on correct student responses and explains why responses are
correct.
 Provides specific feedback on incorrect student responses and explains why responses are
incorrect.
 Leads students in correcting and diagnosing their own efforts.

QUESTIONING TECHNIQUES
 Acknowledges student responses in positive, praising, and encouraging ways.
 Adequate wait time is given for a student to respond.
 Provides specific feedback on student responses that are correct and on why they are
incorrect.
  Provides cognitive paraphrasing techniques to support student responses by modifying,
applying, comparing, or summarizing student responses.
 Leads students in correcting and diagnosing their own answers.
 Distributes questions evenly among all students.
 Structures question load to the correct level of complexity and difficulty to meet
individual expectations.

CLOSURE
 Closes the lesson by restating and summarizing the learning objective.
 Asks questions to see if students can transfer their learning into related contexts.
 Tells students what they will be studying the next day and how it will relate to today's
lesson.
 Asks questions to determine if students are thinking about what they have learned and
connecting ideas.

Domain Three: CLASSROOM CLIMATE PERFORMANCE CRITERIA

MANAGEMENT OF TRANSITIONAL TIME
 Small-group work is well organized, and most students are productively engaged in
learning while unsupervised by the teacher.
 Transitions occur smoothly, with little loss of instructional time.
 Routines for handling materials and supplies occur smoothly, with little loss of
instructional time.
 Effective systems for performing noninstructional duties are in place, resulting in
minimal loss of instructional time.
 Volunteers and paraprofessionals are productively and independently engaged during the
entire class.
POSITIVE CLIMATE
 Teacher-student interactions are friendly and demonstrate general caring and respect.
Such interactions are appropriate to the age and cultures of the students. Students exhibit
respect for the teacher.
 Student interactions are generally polite and respectful.
EXPECTATIONS FOR LEARNING AND ACHIEVEMENT
 Teacher conveys genuine enthusiasm for the content, and students demonstrate consistent
commitment to its value.
 Instructional outcomes, activities and assignments, and classroom interactions convey
high expectations for most students.
 Students accept the teacher’s insistence on work of high quality and demonstrate pride in
that work.

MONITORING STUDENT BEHAVIOR

 Standards of conduct are clear to all students.
 Teacher is alert to student behavior at all times.
 Teacher response to misbehavior is appropriate and successful and respects the student’s
dignity, or student behavior is generally appropriate.

ARRANGEMENT OF FURNITURE AND USE OF PHYSICAL RESOURCES

 The classroom is safe, and learning is equally accessible to all students.
 Teacher uses physical resources skillfully, and the furniture arrangement is a resource for
learning activities.

© 2009 Michael D. King

 Exhibit 1-5
Lesson Event Assessment Form

Teacher __________________________________ Subject ________________________

Date Observed ___________ Start Time______________ End Time ________________

Directions: Use the dialogue box below to record the sequence of the lesson.
 Exhibit 1-6
WALK-THROUGH ASSESSMENT
Classroom Environment
Teacher _______________________ Time _______________ Subject ______________
Aggregate Decisions Time Decisions
Learning is equally accessible to all
students
Furniture arrangement is a resource for
learning activities
Grouping students is based on prescription
of learning needs
Grouping students is based on performance
goals and how well each individual
functions as a group
Achievement Decisions Behavior Decisions

Reflective Statement:

Reflective Question:

(O = Observed) (N = Needs Attention) (U = Performance Assistance Needed) (Blank = Not Observed)

Evaluators Signature: _______________________________ Date_________________

© 2009 Michael D. King

 Exhibit 1-7
WALK-THROUGH ASSESSMENT
Reflection Conference Notification
(Reverse Side of Walk-Through Assessment Form)

______________________________________ ____________ ________________

Teacher Date Subject

I would like to review with you the reflective statements and question

pertaining to my recent walk-through observation of your class. Please plan to

meet with me during your ______________ planning period on M T W Th or F

of ____________________.
Month & Year

The reflection conference will be held at the following place:

_____ Office ______ Classroom ________________ Other

Please respond to the items below ONLY IF THEY ARE CHECKED (X)

( ) Bring grade book and lesson plan book to the conference for review of your
recordkeeping procedures.

( ) Bring emergency lesson plans

( ) Bring professional growth plans for activities that that are most appropriate
for meeting the objective of continuous growth.

( ) Bring classroom rules and discipline plan.

( ) Other: _______________________________________________________
_______________________________________________________
_______________________________________________________

© 2009 Michael D. King

 Exhibit 1-8
WALK-THROUGH ASSESSMENT
Executive Functions
Teacher _______________________ Time _______________ Subject ______________
Aggregate Decisions Time Decisions

Achievement Decisions Behavior Decisions

Reflective Statement:

Reflective Question:

(O = Observed) (N = Needs Attention) (U = Performance Assistance Needed) (Blank = Not Observed)

Evaluators Signature: _______________________________ Date__________________

© 2009 Michael D. King

 Exhibit 1-9
WALK-THROUGH ASSESSMENT
Instructional Performance
Teacher _______________________ Time _______________ Subject ______________
Aggregate Decisions Time Decisions

Achievement Decisions Behavior Decisions

Reflective Statement:

Reflective Question:

(O = Observed) (N = Needs Attention) (U = Performance Assistance Needed) (Blank = Not Observed)

Evaluators Signature: _______________________________ Date__________________

© 2009 Michael D. King

 Exhibit 1-10
Classroom Verbal Flow Assessment Chart

Teacher __________________________________ Subject ________________________

Date Observed ___________ Start Time______________ End Time ________________

Chalkboard

Podium

Teacher Desk

Observation Key
+ Correct Response - Incorrect Response
P Teacher Paraphrase CF Correct Feedback
M Monitoring OT Student off Task
CB Corrects Student Behavior SR Student Reads
BB Student Work at Board

Student Initiates Question Student out of Seat

Question Type Assessment Form
Please note that the slash bar represents the frequency the behavior occurs.
Exhibit 1-11
 Exhibit 1-11
Question Type Assessment

Teacher __________________________________ Subject ________________________

Date Observed ___________ Start Time______________ End Time ________________

Directions: Record the number of times a teacher asks a specific type of question by placing a
tally mark next to the question type that was used.

Solitary Question:

The teacher designates which student is to respond before the question is presented. Example:
Tom, what is the first step in the writing process?
--------------------------------------------------------------------------------------------------------

Controlled Question:

The teacher presents the question before the student is designated to respond. Example: What is
the first step in the writing process, Tom?
--------------------------------------------------------------------------------------------------------

Voluntary Question:

The teacher presents the question and students respond voluntarily. Who can tell us what we call
the first step in the writing process?
--------------------------------------------------------------------------------------------------------

Spontaneous Question:

Teacher presents the question and students respond one after the other without the teacher
designating a particular student. Example: There are five steps in the writing process. Someone
tell me the first step . . . the second step . . . the third step.
-------------------------------------------------------------------------------------------------------

Mass Question:

Teacher presents the question and the students respond in unison. Example: Class [Row One,
Group Two], what is the first step in the writing process?

Total Solitary _______ Controlled _______ Voluntary _______ Spontaneous _______ Mass ___
 Exhibit 1-12
Teacher Affirmation Assessment Form

Teacher __________________________________ Subject ________________________

Date Observed ___________ Start Time______________ End Time ________________

Directions: Use the tally boxes below to record the type of affirmation used during a classroom
session. Teacher affirmation can be recorded for both responding to student behaviors or
teacher initiated questions.

Teacher Initiated Questions

Probes for Student Answer
Total _______ (Student answer is incorrect restates question with clue)

Paraphrasing Student Response

Total _______ (Affirms student answer restates correct response)

No Response
Total _______ (N0 response moves to another question)

Student Behavior
Corrects Classroom Behavior
Total _______ (Reminds class to follow rules for learning)

Praises Classroom Behavior

Total _______ (Praises class for being ready to learn or affirms proper
behavior)

Corrects Individual Behavior

Total _______ (Reminds individual student to focus on task)

Praises Individual Behavior

Total _______ (Affirms to individual on how well they are focusing on task)

© 2009 Michael D. King

 Exhibit 1-13
ALT Seating Chart

Teacher __________________________________ Subject ________________________

Date Observed ___________ Start Time______________ End Time ________________

Directions: Use the observation key and definition box to record off task behavior.

KEY
M = Monitoring
SR = Student Reads
BB = Work at Blackboard
OT = Off Task

Student Out of Seat

Student Initiates Question

Measuring Academic Learning Time
The purpose of the ALT instrument is to provide data on individual learning behavior during a
classroom lesson. The instruments “ALT Symbols Key” is designed to measure teacher
monitoring frequency, which prompts students to stay on task and how the teacher engages
students through reading, working at the board, completing seatwork, or participating in guided
practice. The Symbols Key is defined below for the purpose of helping identify off task
behavior verses engaged time or time on task.

M = Monitoring: Higher correlations of learning are associated with teacher monitoring.

Monitoring of classroom activities is when the teacher frequently inspects papers, and generally
moves around the room to observe academic progress of students while clarifying task to
increase success rate. Monitoring is measured by the number of times a teacher interacts with a
student during independent seat work.

Example: M//// means the teacher monitored the student four times during the lesson.

Student Initiated Question: Student initiated questions are when students are asking for
assistance in clarifying the assignment, needing further explanation of process, or needing
teacher’s assistance to expand an idea. The number of clarifying request made by students
following a guided practice activity may indicate a need for further explanation by the teacher.
In most cases a student will initiate a question by holing up their hand to seek teacher assistance
and the wait time before assistance is received is critical to keeping students on task. The number
of times student request assistance may also be an indicator of how well a student understands
the assignment.

Example: the number of tallies on the arrow indicates that the student requested
clarification three times during the lesson. Students requesting teacher assistance for over sixty-
seconds should be marked OT off task.

OT = Off Task: Students who demonstrate off task behavior are not listening, talking to another
student, playing, or not following the teachers directives during a lesson. Teachers can modify
off task behavior by, monitoring students, engage them in direct questioning. Off task behavior is
recorded every sixty seconds with a tally mark outside the student box on the seating chart.

OT Example: OT/// reflects that the student was not engaged in the learning task for three
minutes during the lesson and should be marked next to the students’ box.

Out of Seat: The number of times students are out of their seats during instruction is
another way to record off task behavior unless the student has been assigned to assist other
students during a lesson.
 Exhibit 1-14
Teacher Reinforcement Types and Frequencies
Teacher __________________________________ Subject ________________________

Date Observed ___________ Start Time______________ End Time ________________

Directions: Record teacher reinforcement statements and use a tally mark for the number of
times the reinforcement statement has been repeated.

Record teacher reinforcement statements and frequencies below:

No response:
 Exhibit 1-15
Lesson Line Assessment Instrument
Teacher __________________________________ Subject ________________________

Date Observed ___________ Start Time______________ End Time ________________

Directions: Indicate parts of the lesson line observed by circling items observed during the
lesson. Use the note section to describe teacher statements that are defined under the lesson line.

SET TEACHING TO THE OBJECTIVE CLOSURE

Explanation Direction Giving Activities
Definitions Independent Involve
Relate to past,
learner
present, or future Content Guided
Process/Steps Group Student
Statement of the
summarizing
objective Model
learning
Example
Demonstration

Notes:
Set

Explanation

Direction Giving

Activity

Closure