Introduction to Teaching

course Teacher and

classroom
Observer:
observation
Name (first and last) form
Title

Country
This Instrument must be accompanied by a Teacher Observatin Sheet.
BEFORE the OBSERVATION BEGINS:
 Read this form and the detailed description of teacher standards outlined in the Step by Step Teacher Standards for Preschool and Primary
Grades BEFORE beginning to rate the classroom.
 Ensure the Teacher to be rated has received the What to Expect handout and is familiar with your role as an observer in the classroom.
 Review your observer guidelines.
 The observer should spend 15 minutes to become familiar with the teacher BEFORE beginning to assign ratings

During this time:

 Observers should complete the cover section of the Observation Sheet.
 Remind the teacher that not all indicators will be observable and a time of approximately 30 minutes will be needed to ask questions once the
observation is complete.

Ideally this observation is done as part of a broad teacher evaluation process. The observer should be familiar with the teacher’s professional goals, using the
results of this observation to identify both strengths and weaknesses and to help the teacher translate observation results into a concrete plan of action to
support the teacher.
Remember the objective is to make this a positive professional development experience for ITC students.

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Instructions:
1. This instrument involves both an Observation and Interview of the teacher being evaluated.
2. Most indicators can be rated by Observing the teacher and the classroom activities. Items should be scored based primarily on what is observed in the
classroom during the observation. However, in some instances a question may be added to the question list at the end of the form in order to further
determine the rating for an observable item.
3. There are some indicators that may not be observable. These indicators must be rated based on the teachers answers to a set of Interview Questions.
These indicators include questions to ask the teacher to determine ratings during the teacher interview following the observation. Many of the examples for
indicators that may require questions have been shaded for easy reference.
4. Please remember that the listed examples are just examples of how the teacher might meet an indicator, “What you might see”. While the
teacher must meet the intent of each indicator, the teacher does not have to exhibit the example exactly as it is written. Be sure to take good notes to record the
actions of the teacher and thus make a case for how the teacher did meet the indicator and achieved the subsequent rating.
5. For some indicators Additional Notes for Clarification or Examples will be listed. These notes will be added through group consensus and can not be
modified by individual evaluators. These additional notes are meant to help further define indicators and to help ensure inter-rater reliability between
observers.
6. Observers should carefully observe teachers as they move among children and learning centers. Ratings should be based on the quality of interactions
between teachers and children.
7. Remember to always listen to teacher interactions even during the time you are scoring the Learning Environment.
8. Keep detailed notes, regarding the interactions and examples of all indicators on the individual Score Sheet used for each observation.
9. If a teacher is scheduled to move to a different group of children, follow the schedule with the teacher.
10. Ratings should be based on the overall picture of all the teacher’s interactions with children. Try not to rate an indicator too quickly. Take time to observe
and gain a sense of what is happening. Keep good notes on the observable items and complete all ratings on the individual Score Sheet at the end of the
observation session.
11. Quality as defined in this instrument refers to the ISSA teacher standards and the criterion outlined that are essential to best practice in early childhood
education.
12. The items on the form do not need to be completed in order. Some indicators are rated more easily than others and these can be done first. For example,
observers may choose to start with Learning Environment.
13. A rating must be given for each indicator, if there is no evidence of a standard mark the indicator “1”.
14. It is important to remember that you are scoring the teacher, not the children in the group.

The following Rating Key will be used to determine a rating for each indicator. All ratings will be determined based on the evidence from both the
observation and the teacher interview. Ratings will be circled on the Score Sheet used for each individual observation. R: Rarely Evident, 0-25%
S: Sometimes Evident, 26-75% of the time C:
Consistently Evident, 76-100% of the time
Circle the appropriate choice for each indicator.

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Observation:
#1 Individualization
Teachers use their knowledge of child development and their relationships with children and their families to appreciate the
diversity of each class and to respond to each child’s unique needs and potential.
Indicator What you might see Examples/Further Notes for Clarification
1.1 Teachers promote positive Interact frequently with each child, showing
self-concept by interacting affection, interest, and respect.
with individual children in a
way that is consistent with Talk in a friendly, courteous, and respectful,
their knowledge of child manner to children at their eye level, using
development. individual children’s names.

Make non-verbal connections with children

by smiling, touching and holding.
Be aware of the strengths of each child’s
personality and his/her accomplishments over
time; identify and acknowledge each child daily
for their individual skills and achievements,
ensuring that every child gets recognized.

Communicate with families about their

children’s achievements (sample activities:
letters, telephone, etc.).

Demonstrate knowledge in developmental theory

by matching learning strategies and expectations
with developmental capabilities.

Indicator What you might see Examples/Further Notes for Clarification

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1.2 Teachers understand that Serve as facilitators, supporting individual
young children vary growth according to each child’s rate of
considerably in the pattern development.
and pace of their growth,
thinking, language, and
social capacities due to Treat children of all races, ethnicity, religions,
individual differences and family backgrounds, socio-economic levels,
cultural persuasions. cultures, and both sexes equally with respect and
consideration.

Provide children with equal opportunities to

take part in all activities.

Recognize the individual needs of children,

including those of children with disabilities; and
create and modify learning experiences to meet
those needs.

Develop tasks taking into account individual

learning styles of students (sample activities: an
interview, posters for visual learners).

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Present opportunities for choice and allow
time for students to work independently in
self-selected groups.

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Indicator What you might see Examples/Further Notes for Clarification
1.3 Teachers learn about the Engage individual children in conversations
culture, history, values, and about people, places, and things that are
attributes of the families and meaningful to them; and provide opportunities
individual children they serve. for them to share their ideas with other children.

Recognize and support contributions of

ethnic groups, particularly groups
represented by children in the classroom.

Use materials and equipment that reflect the

diversity of the children and families served in
the classroom.

Develop and engage in ways of regularly

recognizing the culture and traditions of
children and their families.

Facilitate students’ creating books, newspapers,

and magazines that tell the history and values
of various ethnic groups.

Provide opportunities for children and parents

to develop educational materials reflecting
national traditions and customs, etc.

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Promote involvement of children as organizers
of festivals/holiday events, exhibitions, sports
competitions, excursions, newspaper
development, and other learning activities; all
reflecting the variety of cultural backgrounds of
the families and communities.

Observation:
#2 Learning Environment
Teachers promote a caring, stimulating, and inclusive classroom by organizing the environment in ways that best facilitate children taking
learning risks, practicing democracy, and working both cooperatively and independently.
Indicator What you might see Examples/Further Notes for Clarification
2.1 Teachers understand the Introduce activity centers that allow children to
developmental influence of move safely around the classroom and encourage
the physical setting on children to make choices and actively learn.
children.

Provide individual space for children to keep

their personal belongings.

Present developmentally appropriate materials,

including teacher-made materials, that reflect
diverse racial, gender, and age attributes, and
that can be adapted for use by all children.

Encourage play, experimentation, and

exploration with multi-purpose, open-ended
materials.

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Attractively display all children’s work at
their eye level, in the classroom, and on
bulletin boards for all to see.

Modify the physical space to meet the needs of

different age groups, individual children and/or
content focus; evaluate changes in needs over
time as children grow (mentally and physically).

Provide educational materials, which motivate

students to conduct independent searches for
information (e.g., vocabularies, encyclopedias,
etc.).

Extend educational resources by using

community resources (libraries, factories,
clubs, community members, etc.).

Develop learning materials with children that are

individualized for a learning activity or student
needs.

Share responsibility for the learning

environment and classroom resources with
students by having students make
announcements, initiate activities, and have job
responsibilities.

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Indicator What you might see Examples/Further Notes for Clarification
2.2 Teachers model, encourage, Model an empathetic attitude and positive ways
and offer possibilities for of communicating, with an emphasis on
children in the classroom to problem solving and conflict resolution.
form and practice democratic
values.
Involve children in setting clear expectations for
behavior and participation in classroom
activities by developing classroom rules and
consequences.

Show respect for the thoughts and

judgments of each child.

Model and encourage positive interactions

between teacher and children, between and
among children, and between teachers and other
staff.

Recognize and create opportunities for

children to make choices.

Clearly communicate expectations, ideas, and

goals.

Use situations in school and community life to

help children distinguish discrimination, biases,
and stereotypes and to discuss ethical aspects
of inequality.

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Provide opportunities to make joint solutions
and develop joint rules (e.g., debates and
negotiations).

Create opportunities (e.g., use morning

meetings) and take advantage of situations for
students to practice compromise and consensus
building.

Indicator What you might see Examples/Further Notes for Clarification

2.3 Teachers facilitate Formulate clear expectations.
cooperative learning by
creating and modeling
expectations for behavior
Apply principles of fairness and equity when
during cooperative work.
grouping children, recognizing competence,
effort and performance.

Create situations in which children cooperate,

take turns, and help one another toward
achieving a positive outcome.

Facilitate the progress of self-regulation in

children by providing materials, time, and
appropriate room arrangement for children
to select and plan their own activities.

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Observation:
# 3 Family Participation
Teachers build partnerships with families to ensure optimum support for children’s learning and developmental needs.

Indicator What you might see Examples/Further Notes for Clarification

3.1 Teachers welcome parents and Signs are posted welcoming families to the
family members into the classroom and school.
classroom to participate in the
educational process.
Written information is available to visiting
parents to guide their involvement.

Inform parents about long-term and short- term

curriculum plans and provide information about
opportunities for how busy parents can be
involved in the classroom.

Indicator What you might see Examples/Further Notes for Clarification

3.2 Teachers regularly Welcome and familiarize families with the
communicate with parents program’s philosophy, goals, methodology,
and families to enhance and operating procedures through written
support for children’s materials and open house presentations.
learning.

Greet parents and families at drop-off and

pick-up times. Either pick-up or drop-
off must be observed.

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Conduct parent-teacher conferences to talk
about individual children’s, accomplishments,
and difficulties, and to solicit information
regarding parent expectations, goals, concerns
and needs.
This may not be easily observed, please refer to
the list of additional questions during the teacher
interview.
Individualize communication with families.
Possible communication methods include
visiting children and their families at home,
writing notes and exchanging notebooks for
communication between home and school, and
telephoning parents to relay information
regarding day-to day-happenings and changes in
a child’s physical or emotional state.

Write progress reports for each child.

This may not be easily observed, please refer to
the list of additional questions during the teacher
interview.
Maintain a portfolio for each child with
written information and samples of child’s
work.
This may not be easily observed, please refer to
the list of additional questions during the
teacher
interview.
Request parents’ contributions for
evaluation criteria.

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Indicator What you might see Examples/Further Notes for Clarification
3.3 Teachers collect information Use a variety of written information (e.g.,,
about family member’s’ bulletin boards, personal invitations, and
interest, hobbies, cultural classroom newsletters) to educate families
backgrounds, and professions about projects and events in the classroom and
and encourage them to to invite them to participate.
contribute to the program in This may not be easily observed, please refer to
various ways. the list of additional questions during the
teacher
interview.
Encourage family members to organize field
trips, visits, excursions, sports events, drama
performances, camps, and summer or winter
holidays for children.
This may not be easily observed, please refer to
the list of additional questions during the
teacher
interview.
Encourage parents to contribute to meaningful
learning by initiating themes, coming as experts,
and sharing artifacts and other materials.

Use a parent survey to determine areas of

expertise and willingness to become involved.

Indicator What you might see Examples/Further Notes for Clarification

3.4 Teachers share responsibilities Share information about child development
with families in the decision- and learning that parents can apply at
home.

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making process concerning Provide resources that parents can use to extend
children’s education. and complement classroom-learning activities.
This may not be easily observed, please refer to
the list of additional questions during the teacher
interview.

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Organize interactive workshops modeling
problem solving.

Seek parents’ goals for their children. How

are parents involved in planning their
children’s educational goals (e.g.,
conferences, surveys, parent-child
classroom activities)?
Indicator What you might see/What Examples/Further Notes for
you Clarification
might ask the
teacher
3.5 Teachers provide opportunities Discuss child-rearing practices and child
for parents to learn and share development, including cultural influences, in
knowledge about care, order to provide consistency for children.
development and education.
Hold family socials during evenings, with
discussions that promote exchange of
customs and child-rearing practices.

Indicator What you might see/What Examples/Further Notes for Clarification

you might ask the teacher
3.6 Teachers help families to Promote parent advocacy for children’s
obtain support and services educational rights by offering parental
for their children. programs.

How do you involve parents in

advocating for their children’s
educational rights?

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Seek to establish contacts with important
institutions in the community to receive
resources for children and their families.

How do you establish contacts with

important institutions in the community
to receive resources for children and
their families?

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Assist families in engaging peers and
networks for information and support.

How do you assist families in engaging

peers and networks for information
and support?
Regularly inform local media of school
events and needs.

Observation:
#4 Teaching Strategies for Meaningful Learning
Teachers design and implement varied strategies to promote conceptual understanding, and to encourage innovation, creativity, independent inquiry,
social cooperation, and exploration within and across the disciplines.
Indicator What you might see Examples/Further Notes for Clarification
4.1 Teachers recognize the need for Adapt materials and teaching approach to
a variety of teaching reflect individual children’s developmental
approaches to accommodate the needs, interests, and diversities.
different learning styles,
temperaments, and personalities
of individual children. Allow individual children to make choices
within the classroom, and to plan what they
will accomplish each day.

Provide relevant enrichment activities,

assignments, and choices, structured to extend
learning for students who complete their task
ahead of time.

Use different techniques and visuals to meet

diverse educational needs (e.g., posters, time-
charts, video-tapes, tapes, hands-on materials,
manipulatives, etc.).

Indicator What you might see Examples/Further Notes for Clarification

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4.2 Teachers create and Give children the responsibility of working
implement cooperative together and problem solving to achieve a
learning activities to enable common goal.
children to achieve higher
levels of understanding, to
maintain collaborative Provide situations in which children are
relationships among peers, encouraged to take turns, listen to one
and develop interpersonal another, and share materials.
skills and to foster the
capacity to work as Organize children in diverse groupings (pairs,
independent learners. small clusters, or large groups) in order for them
to gain a broader perspective through the sharing
of knowledge, ideas, and opinions.

Show respect towards rules/norms established

in the classroom, thus modeling and
encouraging the students to do the same.

Keep different materials posted in the

classrooms, regulating collaborative efforts of
children (e.g., scored discussions, criteria for
group work, definitions of various roles, etc.).

Apply principles of fairness and equity when

grouping children, recognizing competence,
effort, and performance.

Arrange furniture so children can work

individually, in small clusters, or in a large
group.

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Articulate clear expectations for students’
participation and behavior during cooperative
work by defining specific roles to promote
cooperation.

Make necessary adjustments and

accommodations to enable successful
participation of all children in cooperative
work.

Indicator What you might see Examples/Further Notes for Clarification

4.3 Teachers use a range of Foster positive self-identity and sense of
developmentally appropriate emotional well being.
activities, experiences and
materials that are selected to
engage children in active, Develop social skills and knowledge.
meaningful learning.

Encourage children to think, reason,

question, and experiment.

Stimulate language and literacy

development.

Enhance physical development skills.

Provide materials that reflect differences in the

classroom in terms of gender, culture, religion,
and learning differences, and incorporate them
into various activities (e.g., family books, etc.).

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Organize group work, and encourage debate
among students through discussion of
controversial issues.

Encourage children to lead, run, and

facilitate group activities.

Ask open-ended questions.

Provide different situations for students to

present to the group, to share and to draw
conclusions (e.g., book selling, author’s chair,
writer’s notebook).

Use different energizers for transitions.

Provide materials that promote problem

solving.

Select materials that are culturally sensitive to

promote social inclusion.

Indicator What you might see Examples/Further Notes for Clarification

4.4 Teachers value and create Post a job chart.
opportunities for informal
learning in the classroom during Collect children’s reflections and feedback on
transition times, clean- up, various activities such as taking care of animals
classroom job time etc. in the classroom, organizing lunchtime,
regulating outdoor activities, etc.

Organize opportunities (non curriculum based

instruction) related to development of social
skills (e.g., expressing feelings, taking
turns, etc., through dramatization, puppet
making, drawing, painting, etc.).
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Model desired behavior informally, joining the
children at snack and encouraging them by
participating in conversations.

Indicator What you might see Examples/Further Notes for Clarification

4.5 Teachers create integrated units Use both teacher-selected and child-
to help children see the initiated topics to create thematic units
interrelationships between and throughout the school year.
among learning concepts and
everyday experiences.
Present activities that build on children’s
previous skills and knowledge.

Children are encouraged to extend activities

over time e.g., continue art project for several
days.

Encourage use of different sources of

information for students’ learning (e.g.,
encyclopedia, books brought from home,
family stories, picture albums, Internet, and
resources within the community).

#5 Planning and Assessment

Teachers create plans based upon national standards, program goals, and individual needs of children and a systematic
approach for observing and assessing each child’s progress.
Indicator What you might see/What you Examples/Further Notes for Clarification
might ask the teacher
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5.1 Teachers recognize the Create plans that reflect the whole-child
importance of thoughtful, approach, addressing concurrently the physical,
long-term planning. cognitive, language literacy, social, and
emotional aspects of children.

Prepare thematic units and projects based on

children’s interests, and identify basic
concepts, ideas, and skills for children to
acquire that align with required teaching goals.

Develop a plan with examples that include:

– What will happen when the children first
come to school?
– How and when will rules and routines be
established?
– How will families be involved?
– How will special events and holidays be
celebrated?
– Which developmental milestones will be
achieved?
Create lesson plans that include national
standards aligned with curriculum, active
learning methodology, and multiple measures
for demonstrating competence.

Indicator What you might see Examples/Further Notes for Clarification

5.2 Teachers develop short-term
plans for projects and learning. Include a variety of activities within the daily
plan to accommodate the diversity of learning
styles and abilities of children.

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Provide a balance between quiet and active
periods, indoor and outdoor activities,
individual, small and large group activities, and
structured and unstructured learning.
This should be scored based on the schedule
of classroom during the observation.

Modify plans according to class dynamics,

unexpected environmental or schedule
changes, and/or an individual’s special needs.

Use a variety of sources to design learning

activities that extend beyond the classroom and
inspire ongoing inquiry.

Reinforce cooperative learning, peer tutoring, and

student-to-student interaction.

Use assessment measures that are sufficiently

comprehensive and include levels of Bloom’s
taxonomy (analyze, synthesize, evaluate,
generalize, etc.).

Connect integrated knowledge with

knowledge from other subjects.

Indicator What you might see Examples/Further Notes for Clarification

Use children’s interests as a guide for
5.3 Teachers involve children, presenting concepts in a meaningful way.
families, and other

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professionals in the planning Include special interests of families, staff, and
process. other community members in planning to provide
a more varied learning environment.

Use children’s reflections on their work,

knowledge and experiences in the planning
process
Activate prior student knowledge,
incorporating children’s interests.

Solicit information (using interviews or other

communication methods) from parents about
their expertise to incorporate into lesson plans.

Solicit information (using interviews or other

communication methods) from parents about
their expectations for their child, and incorporate
this information into individual
instructional/teaching/educational plans.

Indicator What you might see Examples/Further Notes for Clarification

Gather information
5.4 Teachers use a variety of (e.g., anecdotal records, narratives, check
ongoing assessment lists, and conversations with children)
strategies, avoiding biases regarding how children spend their time,
and labeling. interact socially, work with materials, use
language, problem solve.

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Collect children’s samples of writing, artwork,
audio-tapes of oral reading, dictated stories,
literature response logs, and records of group
participation projects.

Demonstrate the benefits and limitations of

different methods of evaluation, and justify the
methods selected.

Create informal tools for evaluation.

Create alternate assessments that include

individual accommodations and modifications
(more time, read passages, assistive technology,
etc.) for students with unique learning needs.

Indicator What you might see Examples/Further Notes for Clarification

Ask children to contribute comments on their
5.5 Teachers encourage children to own and peers’ work and to and receive
become skillful at judging their comments on their work.
own work and the work of their
peers.
Allow children to choose and explain their
preferences for particular pieces of work.

Encourage children to listen critically in

discussions and oral presentations.

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Ensure that students are aware of evaluation
criteria in advance and that students participate in
the development of those criteria.

Use rubrics and share criteria for evaluation

on a regular basis with student
Indicator What you might see Examples/Further Notes for Clarification
Include children and families in assessing the
5.6 Teachers, individually or as a child’s educational plan.
team, analyze collected
information to assess and plan Help students succeed by integrating
further steps for the individual approaches to test taking with normal
progress of each child. classroom instruction.

Keep written plans for children based on data

from observations.

Maintain documentation of child progress

and planning (i.e. student portfolio, goal
setting, and other collected data).

Indicator What you might see Examples/Further Notes for Clarification

5.7 Teachers share progress with Identify and build upon each child’s strengths and
parents and create long and short interests to improve student outcomes.
term goals.
Review and implement plans developed for
children who need extra support.

Use assessments to gather information for

instruction.

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#6 Professional Development
Teachers regularly evaluate and strengthen the quality and effectiveness of their work and collaborate with colleagues
to improve programs and practices for young children and their families.
Indicator What you might see/What you might Examples/Further Notes for
Clarification
ask the
teacher
6.1 Teachers continuously Examine strengths and weaknesses of teaching
reflect, self-assess, and practices, and formulate a plan for improvement
evaluate the effect of their where needed.
practices.
How do you examine the strengths and
weaknesses of your teaching
practices?

How do you create a plan to improve?

Evaluate results of their work and seek input
systematically from a variety of sources (e.g.,
student assessment data, peers, mentors,
administrators, parents, and children).

How do you evaluate the results of your

work?

From whom do you seek input?

Welcome and experiment with new ideas
when planning instructional strategies.

How do you implement new ideas in

your instructional planning?

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Use a variety of written records to reflect on
practice, both in subject matter and cross-
curricular projects.

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Conduct action research and/or collaborate
with educational researchers to examine
teaching practices.

Seek advice and feedback on their practices from

colleagues on a regular basis through formal and
informal discussions, class observations, and
collective examination of student work.

Review current research and, when appropriate,

apply to practice in both content area and
instruction.

Indicator What you might see/What you might Examples/Further Notes for
Clarification
ask the
teacher
6.2 Teachers use all available Analyze information from
resources to understand and parent/pupil/teacher conferences,
appreciate each student they parent/teacher conferences, and informal
teach. conversations with parents and family
members.

Analyze student test scores and other data to gain

insights in order to make informed curricular
decisions and apply appropriate instructional
practices.

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Continuously seek new information about
developmental characteristics of children in
class and explore the role of their own cultural
background, biases, and values.

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Indicator What you might see/What you might Examples/Further Notes for
Clarification
ask the
teacher
6.3 Teachers recognize the Join focus groups concentrated on improvement
importance of actively pursuing of a particular area (e.g., social studies, science,
professional growth and art, etc.).
development as life-long
learners.
Participate in workshops pertaining to social
studies, science, art, etc.

What types of professional opportunities do

they offer you?

Use the resource library to access materials and

ideas for planning classroom activities.

What professional resources are available

to you?

What strategies do you use to stay apprised

of changing pedagogical and content
issues that have curricular implications?

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Keep a professional journal of ideas and
teaching experiences.

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Indicator What you might see/What you might Examples/Further Notes for
Clarification
ask the
teacher
6.4 Teachers regularly work in Give and receive support, advice, feedback, and
cooperative teams to criticism openly from each other.
contribute to the overall
quality of instruction.
How do you receive support,
advice, feedback, and criticism?

Are you able to offer support, advice,

feedback and criticism to other
teachers?
Respect team members for individual
contributions.

How are individual contributions received

among team members?

Work effectively as a professional team to

achieve an overall goal, such as planning a
thematic unit or developing an individual
education plan.

What kinds of plans are created as a result of

working with a team of professionals?

Mentor new teachers to improve both their own

professional competence and that of the new
teacher.

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Work in different teams such as cross-
curricular or grade level teams to plan
classroom activities and to discuss the
quality of instruction.

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Additional Questions:

Please note it may not be necessary to ask all of the following questions, depending on what was observed. However,
it may be necessary to add additional questions in order to get a true picture of what takes place in the classroom.
Please write down any additional questions asked.
How do you promote interactions
between children of differing
skills and abilities?

Can you give me an example of

how you might modify an activity
to involve a child with differing
abilities as compared to the
majority of the children?

How do you gather information

about the various cultures and
customs of the children in your
classroom?
Can you give me an example of
how you incorporate some of
these cultures/traditions into the
learning environment of the
classroom?
I noticed (e.g., the
bulletin board with a newsletter
posted, etc.).
What other things do you do to
encourage family involvement in
the classroom?
Are there ways you encourage
parents to promote education
outside of the classroom?
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Today I observed
what other activities do you do
with the children?

How do you choose topics of

study for the children?

Can you tell me what happens

when children first enroll in
school:

What will happen when the

children first come to school?

How and when will rules and

routines be established?

How will families be involved?

How will special events and

holidays be celebrated?

Which developmental milestones will

be achieved?

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