PRINCE WILLIAM COUNTY PUBLIC SCHOOLS

TEACHER OBSERVATION FORM

TEACHER: OBSERVER:
SUBJECT/GRADE: LESSON OBSERVED:

DATE & TIME OF OBSERVATION DATE & TIME OF CONFERENCE

This form will be used for formal and informal observations. If the observation is informal, the observer should circle the specific
component observed on a given date. (Please note: Every element listed may not be observed during one lesson. Observer and
teacher should discuss the bases of decisions for elements included.) Specific elements for improving instruction may be addressed in
the planning conference(s).

INDICATORS ANNOTATIONS
1. PLANNING & ASSESSMENT
Designs coherent instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
• Bases instruction on goals that reflect high expectations,
conceptual understanding of the subject, the importance of
learning, as well as the goals and needs of the school and
community.
• Uses assessment results to monitor and adjust instruction.
• Uses current and accurate resources to link student learning to
the community.
• Selects and uses a variety of strategies at appropriate levels of
difficulty and complexity to include questioning techniques,
test items, higher order thinking skills and problem-solving
skills.
Plans instruction to achieve objectives that reflect the Prince
William County curriculum guidelines and Virginia Standards
of Learning.
• Develops and uses long-range pacing guides to ensure
curriculum implementation.
• Selects and uses appropriate objectives and strategies for
lessons consistent with Prince William County curriculum
guidelines and the Virginia Standards of Learning.
• Develops and uses clear, logical, sequential lesson plans that
include a multicultural perspective and learning activities
connected to instructional objectives.
Diagnoses individual, group, and program needs and
selects appropriate materials and resources to match the
abilities and needs of all students.
• Plans instruction appropriate for the developmental levels and
needs of all students.
• Selects and uses resources and methods appropriate for all
students, including those with special learning needs.
• Plans for and implements required accommodations for
students with special learning or behavioral needs.
• Plans instruction which is sensitive and responsive to the
diversity of individuals and groups within the classroom.

Initials: Evaluator Evaluatee ________________

DISTRIBUTION:
White - Personnel
Yellow - Evaluator TEV-1 Page 1 of 5
Form No. 7530-0381
Pink - Evaluatee Form No. 61582450381 (Rev. 2/01)
 TEACHER OBSERVATION FORM

TEACHER: OBSERVER:
SUBJECT/GRADE: LESSON OBSERVED:

INDICATORS ANNOTATIONS
Uses a variety of assessment strategies and instruments to make
both short- and long-term instructional decisions to improve
student learning.
• Utilizes multiple assessment practices congruent with
instructional goals in content and process:
• Group or individual questioning
• Class debate or discussion
• Teacher-made and standardized quizzes/tests
• Students working at board
• Written assignments
• Projects/labs
• Uses division and school guidelines to maintain appropriate
grading practices for records and reports.
• Maintains and uses organized records and reports of student
progress for instructional decisions.
Identifies and communicates specific student performance
expectations and documents student learning using appropriate
assessment instruments.
• Communicates to students and parents clear expectations for
learning.
• Uses pre- and post-assessment data to develop expectations and
to document progress.
• Provides students with prompt and meaningful feedback about
performance and progress.
• Incorporates strategies to prepare students for SOL and
standardized testing.

2. INSTRUCTION
Setting the Stage for Learning
• Communicates objectives appropriately
• Checks students’ understanding of the objective
• Raises level of concern and/or interest in the lesson
• Reviews and relates new learning to previous learning
Acquisition of Learning
• Combines auditory explanation with visual references
and student involvement.
• Provides teacher-directed structured practice in which all
students participate.
• Utilizes questioning techniques:
• builds on responses
• encourages relevant discussion
• utilizes “wait time”
• checks for individual understanding
• other
• Paces instruction and uses motivational techniques to
maintain interest and involvement.

Initials: Evaluator Evaluatee _________________

DISTRIBUTION:
White - Personnel
Yellow - Evaluator TEV-1 Page 2 of 5
Pink - Evaluatee Form No. 61582450381 (Rev. 2/01)
 TEACHER OBSERVATION FORM

TEACHER: OBSERVER:
SUBJECT/GRADE: LESSON OBSERVED:

INDICATORS ANNOTATIONS
Consolidation of Learning
• Provides guided practice:
• provides model or other references
• moves throughout classroom
• provides positive corrective feedback (knowledge
of results)
• provides input enabling students to move beyond
the basics of the lesson
• utilizes flexible grouping practices
• Uses a variety of strategies:
• cooperative learning
• discussion
• project
• lecture
• peer teaching
• other
• Provides independent practice:
• provides assignments/homework relevant to the learning
that has been practiced with guidance
• assigns homework in an appropriate amount and frequency
• assists students in planning, organizing, and preparing for
assignments, long-range projects, and tests
Integration of Technology
• Utilizes available technological materials and resources
effectively
• Provides opportunities for hands-on use of technology
• Demonstrates competence in technology standards
Closure of Lesson
• Relates lesson to objective
• Allows for student involvement
• Reviews the learning of the day to set the stage for the
next learning
• Checks the understanding of students
• Encourages students to reflect on and take responsibility
for their learning
3. SAFETY AND LEARNING ENVIRONMENT
Actively implements a discipline policy that fosters a safe and
positive environment for students and staff
• Establishes class rules and routines and clearly communicates
high expectations for appropriate behavior
• Exhibits consistency, fairness, control and calmness when
disciplining students
• Establishes a climate that demonstrates caring, acceptance, and
respect for the individual
• Utilizes positive reinforcement
• Uses incentives and rewards to promote and recognize success
• Complies with school and county procedures regarding safety
and emergency situations
• Submits referrals that are written in specific and objective terms

Initials: Evaluator Evaluatee ________________

DISTRIBUTION: White - Personnel
Yellow - Evaluator TEV-1 Page 3 of 5
Form No. 7530-0381
Pink - Evaluatee Form No. 61582450381 (Rev. 2/01)
 TEACHER OBSERVATION FORM

TEACHER: OBSERVER:
SUBJECT/GRADE: LESSON OBSERVED:

INDICATORS ANNOTATIONS
Implements classroom procedures which maximize academic
learning time
• Creates and maintains a physical setting that
minimizes disruption and promotes learning.
• Maintains a well-organized, attractive environment relative to
the curriculum.
• Provides clearly defined and efficient instructional transitions
• Plans purposeful assignments for teacher assistants, substitute
teachers, student teachers, and others to ensure continuous
student engagement in learning
Establishes and maintains rapport with students
• Demonstrates enthusiasm for learning
• Demonstrates tact, humor, courtesy, and active listening
• Seeks and uses information about students’ interests and
opinions
• Promotes an appreciation for diversity, multicultural awareness
and gender sensitivity

4. COMMUNICATION AND COMMUNITY RELATIONS

Uses effective communication to foster positive interactions in
the classroom
• Articulates clear learning goals and instructional procedures to
students
• Models effective communication strategies
• Uses precise language, correct vocabulary/grammar and
acceptable forms of oral and written expressions
• Uses a variety of media communication tools
• Provides opportunities for student expression in speaking,
writing, and other media
Forges partnerships with families to promote student learning
at home and in school
• Responds promptly to parental concerns
• Shares major instructional goals with parents/guardians
• Establishes regular channels of communication between school
and home that encourage parent/guardian involvement
• Initiates communication with parents/guardians concerning
student progress or problems in a timely manner
Collaborates with staff, families, and community to promote an
appreciation of diversity, multicultural awareness, and gender
sensitivity in the school community
• Responds to identified needs of individual students and groups
of students
• Promotes and celebrates school/community cultures

Initials: Evaluator Evaluatee ________________

DISTRIBUTION:
White - Personnel
Yellow - Evaluator TEV-1 Page 4 of 5
Form No. 7530-0381
Pink - Evaluatee Form No. 61582450381 (Rev. 2/01)
 TEACHER OBSERVATION FORM

TEACHER: OBSERVER:
SUBJECT/GRADE: LESSON OBSERVED:

INDICATORS ANNOTATIONS
5. PROFESSIONALISM
Models professional and ethical standards as well as personal
integrity in all interactions.
• Relates to colleagues, parents, students, and others in an ethical
and professional manner
• Represents the school/program favorably in the school
division/community
• Resolves student and parent concerns and problems in a
constructive manner
• Maintains a professional demeanor and appearance
• Demonstrates willingness to share in school related activities
• Follows adopted policies, regulations, and guidelines
• Maintains accurate and appropriate record keeping
Takes responsibility for and participates in a meaningful and
continuous process of professional development that results in
the enhancement of student learning.
• Uses district, school, and personal goals in planning
professional growth
• Participates regularly in professional development activities
• Maintains a high level of expertise in assigned teaching areas
• Comprehends and applies current sources of information that
enhance knowledge of educational issues, trends, and practices
Works in a collegial and collaborative manner with peers,
school personnel, and the community to promote and support
student learning
• Cooperates with staff and administration to accomplish the
school/division mission, goals, programs, and activities
• Collaborates with other staff members to plan for individual
student learning
• Aligns goals/standards across classrooms/grade level

6. SUMMARY
Areas of Strength

Areas of Growth

Conference Notes: (Conference Notes Attached - Circle One)

Yes No

Initials: Evaluator Evaluatee ________________

DISTRIBUTION:
White - Personnel TEV-1 Page 5 of 5
Yellow - Evaluator Form No. 61582450381 (Rev. 2/01)
Pink - Evaluatee