• Evaluator Basics for Remote Instruction Observation

    Google Document: Evaluator Basics for Remote Instruction Observation


    For remote classroom observations:

    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


    • 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 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?