Before the Observation

During the Observation

After the Observation

• Get set up for observing and scripting
• Use two monitors/screens (if possible), one for observing and one for taking notes
• Set up side-by-side windows
  
  
• Get the correct link and request co-host access from the educator for easy entry and visiting breakouts.
  
  
• Access the teacher’s resources (i.e., Google Classroom or SeeSaw) to preview lesson and review prior lesson work.
  
  
• Know web-conferencing platform limitations. Some limitations of Google Meets is that there are no break-out rooms and only basic chat features, whereas Zoom allows private chats, Yes/No voting, a whiteboard, and ability for all participants to make annotations on the screen. 

• Announce the evaluator’s presence when you enter the room by writing “good morning/afternoon” in the chat. 
  
  
• Be mindful of your presence. If you think your presence will be a distraction, you can keep your camera off. Some school leaders and school-based administrators may want to keep their camera on to be a presence in your virtual school. 
  
  
• Keep the teacher’s virtual classrooms (i.e., Google Classroom, SeeSaw) open so you can view any resources that are available to the students.
  
  
• Stay long enough to get a good understanding of the class environment and lesson. It’s recommended observation last approximately 20-30 minutes.
  
  
• Download the chat at the end of the observation
  
  
• Request co-host access from the educator for visiting breakout rooms.

• Feedback that will be considered for an evaluation still needs to be recorded in TeachPoint within 5 school days of the observation.
  
  
• Approach feedback with a growth mindset. It is important to acknowledge that remote instruction is a learning curve for students, educators, and evaluators. The evaluation cycle is centered on educator growth and the evaluator needs to allow for reasonable risk-taking in virtual classrooms so educators can grow in their practice.
  
  
• The standards of proficient practice and expectation for grade-level content instruction remain the same. A proficient lesson is not just a lesson that flows smoothly with few technology glitches. Evaluators must still look for collaborative and cognitively demanding learning experiences for all students.
   
• Consider what asynchronous supports are available to students and how are they communicated (i.e., asynchronous classroom resources, teacher office hours).

FOR OBSERVATIONS OF Websites & Asynchronous Classrooms

Considerations:

• Does the teacher make required materials (textbooks, syllabus, etc.) easily available for students?
• Does the set-up and content of the asynchronous classroom adhere to any school or district guidelines?
• Do the assignments contain clear directions, align with grade-level standards, indicate a clear due date and how to submit the assignment?
• Are there opportunities to collaborate in an asynchronous environment?
• Are students able to access help?

FOR OBSERVATIONS OF COLLABORATIVE PLANNING TIME

For Facilitators:

• Does the facilitator enable all participants to have a voice in the meeting or make meaningful contributions by establishing norms and procedures for participation?
  
  

For Participants:

• Are there established norms and procedures in which the educator can participate meaningfully?
• Is the educator prepared for the meeting and demonstrate a level of understanding?