Georgia Department of Education
GAPSS Classroom Observation Form
School Name:
Date:
Grade:
Time In:
Subject:
Time Out:
Co-teaching
team teaching
Yes
alternative teaching
parallel teaching
No
station teaching
one teach/one support
other:__________________________________
Effectiveness level of implementation of
0
1
2
(circle one)
3
(circle one)
co-teaching strategies
0 – not observed at all (very little or no evidence)
1 – observed sporadically (some evidence/attempted implementation)
2 – observed as standard classroom practice (considerable evidence/acceptable level of implementation) 3 – observed as pervasive practice (extensive evidence/high level of implementation)
School Keys
Strand-Standard
CP-2
Curriculum documents aligned
with required standards
TKES Standard
Professional
Knowledge (1)
Instructional
Planning (2)
A-1
I-1
Formative assessments used to
provide specific feedback to
students
Orderly, well-managed learning
environment
Assessment
Strategies(5)
Assessment Uses (6)
Positive Learning
Environment (7)
Observed
(0,1,2,3)
Possible Performance Indicators
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Minimal interruptions within
the classroom
Positive Learning
Environment (7)
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Units of study, lesson plans are clearly aligned to the required curriculum.
Addresses appropriate curriculum standards and integrates key content elements.
Develops plans that are clear, logical, sequential, and integrated across the curriculum (e.g., long-term goals, lesson plans, and
syllabi).
Plans instruction effectively for content mastery, pacing, and transitions.
Plans for differentiated instruction.
Monitors for student understanding throughout the instructional period. Examples include conferencing with students, asking
questions, providing frequent feedback to students, having students self-assess and discuss, quick writes, ticket out the door.
Uses formal and informal assessments for diagnostic, formative, and summative purposes.
Uses assessment tools for both formative and summative purposes to inform, guide, and adjust instruction.
Provides constructive and frequent feedback to students on their progress toward their learning goals.
Models fairness and respect; classroom is conducive to learning.
Student behavior expectations are evident (rules posted, behavior consistently monitored and addressed appropriately).
Students are consistently on task and understand behavior expectations. Teachers appropriately address off-task behaviors.
Responds to disruptions in a timely, appropriate manner.
Establishes clear expectations for classroom rules, routines, and procedures and enforces them consistently and appropriately.
Promotes a climate of trust and teamwork within the classroom.
Actively listens and pays attention to students’ needs and responses.
Creates a warm, attractive, inviting, and supportive classroom environment.
Classroom is free from interruptions. Instruction begins and ends on time. Student transitions during instruction are smooth
with no loss of instructional time.
Responds to disruptions in a timely, appropriate manner.
Dr. John D. Barge, State School Superintendent
September 12, 2013 ● Page 1 of 4
Georgia Department of Education
GAPSS Classroom Observation Form
School Keys
TKES Standard
Strand-Standard
I-2
Appropriate level of challenge
for students
Higher-order skills and
processes
Academically
Challenging
Environment (8)
Professional
Knowledge (1)
Instructional
Strategies (3)
Academically
Challenging
Environment (8)
I-3
Observed
Possible Performance Indicators
(0,1,2,3)
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Uses appropriate researchbased instructional strategies
Instructional
Strategies (3)
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Students engaged in active
learning
Instructional
Strategies (3)
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Communicates clearly and
checks for understanding
Instructional
Strategies (3)
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Assessment Uses (6)
Teaches lesson with fidelity
Professional
Knowledge (1)
Instructional
Strategies (3)
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Encourages productivity by providing students with appropriately challenging and relevant materials and assignments and
encourages critical and creative thinking, exploring new ideas, and/or risk-taking.
Communicates high, but reasonable, expectations for student learning.
Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals.
All students are engaged in tasks that require comparison, classification, analysis of perspectives, induction, investigation,
problem solving, inquiry, research, decision-making, etc.
Facilitates students’ use of higher-level thinking skills in instruction.
Develops higher-order thinking through questioning and problem-solving activities.
Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals.
Examples may include: providing feedback, cooperative learning, advance organizers, questioning techniques, similarities and
differences, reinforcing effort, goal setting, summarizers, graphic representations, and reciprocal teaching.
Examples may include: think-pair-share activities, class discussion (small or large groups), small group collaboration, debate,
writing exercises, etc.
Monitors student learning and actively engages with students. Learners are actively involved in actions that support cognition
and intentional learning. Uses effective questioning, smooth transitions, and challenging but interesting activities to increase
engagement and/or maintain interest.
Engages students and maintains interest.
Exhibits strong communication skills (uses precise language, correct vocabulary, and grammar) and offers clear explanations
and directions. Monitors for student understanding throughout the instructional period, e.g., conferencing with students,
asking questions, and/or engaging students in KWLs, 3-2-1 activities, quick write, ticket out the door, etc.
Communicates and presents material clearly, and checks for understanding.
Shares accurate results of student progress with students, parents, and key school personnel.
Provides constructive and frequent feedback to students on their progress toward their learning goals.
Lesson presented and taught correctly.
Demonstrates accurate, deep, and current knowledge of subject matter
Demonstrates pedagogical knowledge.
Communicates and presents material clearly and accurately.
Dr. John D. Barge, State School Superintendent
September 12, 2013 ● Page 2 of 4
Georgia Department of Education
GAPSS Classroom Observation Form
School Keys
TKES Standard
Strand-Standard
I-4
I-6
Instruction is differentiated by
content, product, process,
and/or learning environment
High expectations evident
Observed
Possible Performance Indicators
(0,1,2,3)
Differentiated
Instruction (4)
Professional
Knowledge (1)
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The standards are the expectation for learning for all students, but within a class period instruction is paced and presented
differently with the use of varying materials, resources, and tasks.
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Content – offers students choices regarding task complexity, offers multiple modes of learning, re-teaches idea or skill to
struggling learners, etc. (multiple means of representation)
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Product –students have choices to express required learning (e.g. Presentations, portfolios, etc.) (multiple means of expression)
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Learning environment – recognizes students as individuals in terms of ability, achievement, learning styles, etc.
Process- may use strategies such as combining small and whole group instruction, varied assignments, pacing instruction
based on individual needs, etc. (multiple means of engagement)
Differentiates the instructional content, process, product, and learning environment to meet individual developmental needs.
Provides remediation, enrichment, and acceleration to further student understanding of material.
Uses diagnostic, formative, and summative assessment data to inform instructional modifications for individual students.
Develops critical and creative thinking by providing activities at the appropriate level of challenge for students.
Demonstrates high learning expectations for all students commensurate with their developmental levels.
Communicates high, but reasonable, expectations for student learning.
Bases instruction on goals that reflect high expectations for all students and a clear understanding of the curriculum.
Academically
Challenging
Environment (8)
Students actively monitor their
own progress
Assessment
Strategies (5)
Assessment Uses (6)
I-7
I-8
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Teacher technology integration
Instructional
Strategies (3)
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Student technology use
Instructional
Strategies (3)
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Assessment Uses (6)
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Appropriate feedback on
effort/achievement relative to
the standard
Students monitor their own learning using tools such as rubrics, checklists, exemplars, learning targets, feedback.
Involves students in setting learning goals and monitoring their own progress.
Teaches students how to self-assess and to use metacognitive strategies in support of lifelong learning.
Effectively uses appropriate instructional technology to enhance instruction and student learning, e.g., interactive boards,
computers, digital cameras, projection systems, calculators, software, interactive games, voting systems, online assessment, etc.
to enhance students’ research and problem-solving skills, to differentiate instruction, to enhance student learning of the
grade/content standard, etc.
Students use current technology, e.g., interactive boards, notepads, web-pages, etc. as a part of the learning process to
research, create documents and/or projects, and to demonstrate a greater understanding of the learning goals.
Shares accurate results of student progress with students, parents, and key school personnel.
Provides specific, descriptive, and frequent feedback to students on their progress toward their learning goals.
Dr. John D. Barge, State School Superintendent
September 12, 2013 ● Page 3 of 4
Georgia Department of Education
GAPSS Classroom Observation Form
School Keys
TKES Standard
Strand-Standard
PO-1
PO-3
SC-1
PO-5
Clean, well-maintained, inviting
learning environment
Rules, routines, procedures
established and implemented
Materials/resources effectively
used
Positive Learning
Environment (7)
Positive Learning
Environment (7)
Instructional
Strategies (3)
Positive Learning
Environment (7)
SC-2
Positive student-student
interactions
Positive adult-student
interactions
Observed
Possible Performance Indicators
(0,1,2,3)
Positive Learning
Environment (7)
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Positive Learning
Environment (7)
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Communication
(10)
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The classroom is clean and conducive to learning. Classroom equipment (computers, interactive boards, etc.) is in working
order.
Creates a warm, attractive, inviting, and supportive classroom environment.
Establishes clear expectations for classroom rules, routines, and procedures and enforces them consistently and appropriately.
Expectations for behavior are evident (rules posted, behavior consistently monitored and addressed when necessary).
Effectively uses resources including personnel, time, facilities, equipment, and materials.
Effectively uses appropriate instructional technology to enhance student learning.
Arranges the classroom materials and resources to facilitate group and individual activities.
Classroom culture provides non-threatening environment that promotes appropriate discussion between and among students.
Promotes a climate of trust and teamwork within the classroom.
Promotes respect for and understanding of students’ diversity, including – but not limited to – race, color, religion, sex,
national origin, or disability.
Classroom provides non-threatening environment that promotes appropriate discussion between teacher and students.
There are no incidents of undue criticism, negative comments, etc.
Maintains appropriate tone throughout the lesson.
Promotes respect for and understanding of students’ diversity, including – but not limited to – race, color, religion, sex,
national origin, or disability.
Actively listens and pays attention to students’ needs and responses.
Creates a warm, attractive, inviting, and supportive classroom environment.
Uses verbal and non-verbal communication techniques to foster positive interactions and promote learning in the classroom
and school environment.
Listens and responds with cultural awareness, empathy, and understanding to the voice and opinions of stakeholders (parents,
community, students, and colleagues).
Dr. John D. Barge, State School Superintendent
September 12, 2013 ● Page 4 of 4