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 OBSERVATIONS OF COLLABORATIVE PLANNING TIME
- Does the facilitator enable all participants to have a voice in the meeting or make meaningful contributions by establishing norms and procedures for participation?
- 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?