Classroom Observation Report

Prepared for Jeremy Young

by Jessica Hiltabidel, Manager, Teaching and Learning
5/15/14


About Inspired Teachings Classroom Observation
On May 8
th
, 2014, a member of Center for Inspired Teachings research team visited your classroom
and conducted an observation lasting 40-60 minutes. The CLASS
1
observation tool was used to
document classroom instruction. Using a scale of 1 to 7, the CLASS measures 3 broad domains of
classroom quality: (1) Emotional Support, (2) Classroom Organization, and (3) Instructional Support.
The CLASS observation tool was developed by researchers at the University of Virginia and has
been validated in over 4,000 classrooms.

Inspired Teaching set performance standards for the Inspired Teaching Fellows to meet by their
Spring 2014 observation. For this observation each Inspired Fellow was expected to score an
average of at least 5 in all ten of the CLASS dimensions for predominantly whole group instruction.
These data are one piece of information used to assess the nature of teaching and learning in your
classroom. Enclosed is a report that explains how instruction during the observation was rated using
the CLASS. These data serve as a foundation for self-reflection and discussion with your Inspired
Teaching mentor.



Suggested CLASS Observations Teacher Reflection Questions
(These are questions that you may find helpful in guiding your thoughts about these data.)
Was the lesson observed typical of my teaching style?
Which of the ratings surprise me? Which of the ratings are not surprising?
What other emotions are evoked by these data? Why?
How can I be more responsive to my students emotional needs?
How can I improve the way I proactively set behavioral and academic expectations for my students?
How can I increase the use of a variety of instructional strategies and materials to encourage student engagement?
How can I maximize my students learning through the use of questions and feedback?


The Emotional Support domain captures the teachers ability to support childrens social and
emotional functioning in the classroom. There are four dimensions in this domain: positive climate,
negative climate, teacher sensitivity, and regard for student perspectives. These dimensions look at
teachers interactions with their students to determine the degree to which teachers reflect respect
and enjoyment; express negativity and frustration; are aware of and responsive to their students
emotional needs; and consider their students interests and desire for autonomy.



1
For more information on the CLASS observation tool visit www.classobservation.com
Emotional Support
Overall: 6
Positive Climate 6
Negative Climate
2
1
Teacher Sensitivity 6
Regard for Student
Perspectives
5

Positive Climate
There were indicators that the teacher and students enjoy warm, supportive relationships with one
another as evident by the jokes made throughout the lesson, the intro game where students tried to
make one another laugh, and through physical contact as the teacher would place his hand on a
students shoulder. There were some smiles and laughter by the students and teacher throughout the
first part of the lesson; however, during the second half of the lesson students working in independent
stations were less enthusiastic and interested in their assignment. The teacher consistently spoke in a
warm and respectful voice.

Negative Climate
The teacher did not display any strong negative affect, yell, or make threats to establish control. There
were some incidents of teacher irritability near the end of the lesson when more students were off task
and wandering around the room.

Teacher Sensitivity
During the first half of the observation, the teacher was consistently aware of student needs and
immediately responsive. For example, when a young man was not feeling well the teacher asked the
students in his group to work on something independently as he went to speak to the student and
provide comfort. During the second half of the observation, the teacher was only sometimes aware of
student needs, such as those in his group. But others working independently needed assistance and
attention to stay engaged. The teacher was sometimes effective in addressing the problems by
allowing students to read, write, or draw, but this required multiple prompting and had the teacher
leaving the students in his small group.

Regard for Student Perspective
During the first half of the observation, the teacher did not restrict movement as some students
worked at desks while others were on the carpet. Students had ample opportunity to talk to one
another and were eager to share their ideas in all groups except those working on the computer. In his
small group, the teacher was able to incorporate student ideas such as writing GM instead of grandma
in its entirety. During the second half of the observation, the teacher became more restrictive as
students interest and engagement diminished.

The Classroom Organization domain looks at how teachers organize and manage their students
time and behavior. There are four dimensions in this domain: behavior management, productivity,
and instructional learning formats. These dimensions address how teachers proactively establish and
enforce behavioral expectations; manage time to maximize learning through routines, transitions, and
preparation; and, engage students in learning through a variety of lessons and activities.






2
A low score for Negative Climate indicates the absence of a negative climate.
Classroom Organization
Overall: 5
Behavior Management 5
Productivity 5
Instructional Learning
Formats
5



Behavior Management
In the first half of the observation, there were clear expectations and rules present in the classroom.
Almost all students were engaged the entire time. During the second half of the lesson however,
students needed multiple prompts to be working on specific tasks. Due to the lack of engagement,
there were more frequent examples of student misbehavior.

Productivity
There was evidence of established transitions as students actively engaged in their lessons after
moving into different groups. During transitions, students made their way quickly. The teacher had all
materials and supplies ready for multiple groups. During the second half of the observation there
were multiple instances of students wandering instead of completing their independent work and
students needed reminders to follow the routines during this time.

Instructional Learning Formats
During the first half of the observation, the teacher used a variety of modalities as students were
working on computers, with papers, pictures, and conversation. The students were reoriented to
learning target in the small group with the teacher reminding them they were looking for the
beginning, middle, and end. Questions are effective, and students in all groups were engaged. During
the second half of the observation, the teacher did not effectively engage students outside of his group.
Their learning objectives or task required was not reiterated, and students require multiple prompts.

The Instructional Domain addresses curricular implementation to strengthen students cognitive
and linguistic development. There are three dimensions in this domain: concept development, quality
of feedback, and language modeling. These dimensions capture how teachers facilitate students
learning and support the development of higher order thinking skills through the use feedback,
questions, and language modeling.

Instructional Support
Overall: 5.33
Concept Development 5
Quality Feedback 6
Language Modeling 5

Concept Development
There were frequent examples of analysis and reasoning questions as well as prediction when reading.
The students were asked to try and figure out how characters felt and what grandmas secret was.
Connections to the real world were made by asking students about having Fro-yo as well as their
favorite flavors. There were some examples of integration of previous concepts when reminding them
of the beginning, middle and end.



Quality Feedback
There were frequent examples of scaffolding in the manner of persistence and feedback loops. For
example, one student struggled to understand the meaning of the story that doing nice things for
others can make you happy. The teacher used the students ideas, prompted their thought processes,
and expanded to provide more information allowing the students to finally understand the lesson in
their book.

Language Modeling
During the first half of the observation there were frequent back and forth exchanges and peer
conversations as students paired and shared. The teacher consistently asked open-ended questions
and furthered understanding by repeating and extending student response. However, during the
second half of the observation, the teacher was moving between his small group and the other
students. During this time, there were less frequent conversations, self and parallel talk were not
used, and advanced language was limited.

Summary
Throughout the observation it was evident that the teacher enjoys a warm relationship with his
students. The teacher consistently used respectful language with his students and demonstrated
positive affect by smiling, using eye contact, and maintaining proximity. In addition to maintaining
the aspects of effective teaching and learning noted during the observation period, Inspired Teaching
suggests the consistent implementation of the following areas of focus in your teaching practice:

Consistently use proactive approaches to behavior management.
Consistently implement a variety of instructional learning formats and use a variety of
learning materials to maximize student engagement.
Provide viable alternative procedures and choices to students when possible to promote
student autonomy.