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					                                                        OBSERVATION WORKBOOK

Use of this workbook is optional.

The Compass observation workbook is designed to make it easier to collect, record, and rate evidence from teacher
observations. The goal of the workbook is to help evaluators focus on the most important aspects of the observed lesson and
use evidence to generate fair and accurate ratings using the Compass Teacher Rubric. Evaluators may also use this workbook
to discuss the observation and ratings with the teacher. Please feel free to update or customize this workbook.

OBSERVATION NOTES
 PERIOD:                                                       SCHOOL:
 TEACHER:                                                      GRADE & SUBJECT:
 EVALUATOR:                                                    FORMAL/INFORMAL?
 START TIME:                                                   END TIME:


    1. WHAT IS THE TEACHER’S GOAL FOR STUDENTS IN THIS CLASSROOM?
                                                           GOAL




    2. WHAT IS THE OBJECTIVE OF TODAY’S LESSON?
                                                        OBJECTIVE




    3. WILL TODAY’S OBJECTIVE HELP STUDENTS MAKE PROGRESS TOWARD THE GOAL? IS THE OBJECTIVE
       RIGOROUS?
                                                         EVIDENCE




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   4. ARE STUDENTS ACHIEVING THE OBJECTIVE? HOW MANY/WHAT PERCENTAGE?
                                          EVIDENCE




   5. WHAT TEACHER ACTIONS ARE LEADING STUDENTS TO ATTAIN OR NOT ATTAIN THE OBJECTIVE?
                                          EVIDENCE




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OBSERVATION ANALYSIS

PLANNING AND PREPARATION COMPETENCY 1C: SETTING INSTRUCTIONAL OBJECTIVES
     HIGHLY EFFECTIVE:                   EFFECTIVE: PROFICIENT                  EFFECTIVE: EMERGING                       INEFFECTIVE
In addition to the characteristics of    Outcomes represent high              Outcomes represent a mixture of    Outcomes lack rigor.
“proficient,”                             expectations and rigor.               low expectations and rigor.
                                                                                                                   Outcomes do not represent
 Teacher plans reference                Outcomes are related to “big         Some outcomes reflect important     important learning in the
  curricular frameworks or                ideas” of the discipline.             learning in the discipline.         discipline.
  blueprints to ensure accurate
  sequencing.                            Outcomes are written in terms of     Outcomes are suitable for most     Outcomes are not clear or are
                                          what students will learn rather       of the class.                       stated as activities.
 Teacher connects outcomes to            than do.
  previous and future learning                                                                                     Outcomes are not suitable for
                                         Outcomes represent a range of                                             many students in the class.
 Outcomes are differentiated to          outcomes: factual, conceptual
  encourage individual students to        understanding, reasoning, social,
  take educational risks.                 management, communication.
                                         Outcomes are suitable to groups
                                          of students in the class,
                                          differentiated where necessary.

                                                                         EVIDENCE




COMMENTS/SUGGESTIONS:                                                                                                           PERFORMANCE
                                                                                                                                   LEVEL




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CLASSROOM ENVIRONMENT COMPETENCY 2C: MANAGING CLASSROOM PROCEDURES
     HIGHLY EFFECTIVE:                   EFFECTIVE: PROFICIENT                   EFFECTIVE: EMERGING                            INEFFECTIVE
In addition to the characteristics of    The students are productively         Small groups are only partially        Students not working with the
“proficient,”                             engaged during small group             engaged while not working               teacher are disruptive to the
                                          work.                                  directly with the teacher.              class.
 Students take the initiative with
  their classmates to ensure that        Transitions between large and         Procedures for transitions, and        There are no established
  their time is used productively.        small group activities are smooth.     distribution/collection of              procedures for distributing and
                                                                                 materials, seem to have been            collecting materials.
 Students themselves ensure that        Routines for distribution and
                                                                                 established, but their operation is
  transitions and other routines are      collection of materials and                                                   Procedures for other activities
                                                                                 rough.
  accomplished smoothly.                  supplies work efficiently.                                                     are confused or chaotic.
                                                                                Classroom routines function
 Students take initiative in            Classroom routines function
                                                                                 unevenly.
  distributing and collecting             smoothly.
  materials efficiently.

                                                                          EVIDENCE




COMMENTS/SUGGESTIONS:                                                                                                                PERFORMANCE
                                                                                                                                        LEVEL




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INSTRUCTION COMPETENCY 3B: USING QUESTIONING AND DISCUSSION TECHNIQUES
     HIGHLY EFFECTIVE:                   EFFECTIVE: PROFICIENT                 EFFECTIVE: EMERGING                          INEFFECTIVE
In addition to the characteristics of    Teacher uses open‐ended             Teacher frames some questions        Questions are rapid‐fire, and
“proficient,”                             questions, inviting students to      designed to promote student           convergent, with a single correct
                                          think and/or have multiple           thinking, but only a few students     answer.
 Students initiate higher‐order
                                          possible answers.                    are involved.
  questions.                                                                                                        Questions do not invite student
                                         The teacher makes effective use     The teacher invites students to       thinking.
 Students extend the discussion,
                                          of wait time.                        respond directly to one another’s
  enriching it.                                                                                                     All discussion is between teacher
                                                                               ideas, but few students respond.
                                         The teacher builds on uses                                                 and students; students are not
 Students invite comments from
                                          student responses to questions      Teacher calls on many students,       invited to speak directly to one
  their classmates during a
                                          effectively.                         but only a small number actually      another.
  discussion.
                                                                               participate in the discussion.
                                         Discussions enable students to                                            A few students dominate the
                                          talk to one another, without                                               discussion.
                                          ongoing mediation by the
                                          teacher.
                                         The teacher calls on most
                                          students, even those who don’t
                                          initially volunteer.
                                         Many students actively engage in
                                          the discussion.

                                                                        EVIDENCE




COMMENTS/SUGGESTIONS:                                                                                                            PERFORMANCE
                                                                                                                                    LEVEL




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INSTRUCTION COMPETENCY 3C: ENGAGING STUDENTS IN LEARNING
     HIGHLY EFFECTIVE:                   EFFECTIVE: PROFICIENT                  EFFECTIVE: EMERGING                           INEFFECTIVE
In addition to the characteristics of    Most students are intellectually     Some students are intellectually      Few students are intellectually
“proficient,”                             engaged in the lesson.                engaged in the lesson.                 engaged in the lesson.
 Virtually all students are highly      Learning tasks have multiple         Learning tasks are a mix of those     Learning tasks require only recall
  engaged in the lesson.                  correct responses or approaches       requiring thinking and recall.         or have a single correct response
                                          and/or demand higher‐order                                                   or method.
 Students take initiative to modify                                           Student engagement with the
                                          thinking.
  a learning task to make it more                                               content is largely passive,           The materials used ask students
  meaningful or relevant to their        Students have some choice in          learning primarily facts or            only to perform rote tasks.
  needs.                                  how they complete learning            procedures.
                                                                                                                      Only one type of instructional
                                          tasks.
 Students suggest modifications to                                            Students have no choice in how         group is used (whole group, small
  the grouping patterns used.            There is a mix of different types     they complete tasks.                   groups) when variety would
                                          of groupings, suitable to the                                                better serve the instructional
 Students have extensive choice in                                            The teacher uses different
                                          lesson objectives.                                                           purpose.
  how they complete tasks.                                                      instructional groupings; these are
                                         Materials and resources support       partially successful in achieving     Instructional materials used are
 Students suggest modifications or
                                          the learning goals and require        the lesson objectives.                 unsuitable to the lesson and/or
  additions to the materials being
                                          intellectual engagement, as                                                  the students.
  used.                                                                        The materials and resources are
                                          appropriate.
                                                                                partially aligned to the lesson       The lesson drags, or is rushed.
 Students have an opportunity for
                                         The pacing of the lesson provides     objectives, only some of them
  reflection and closure on the
                                          students the time needed to be        demanding student thinking.
  lesson to consolidate their
                                          intellectually engaged.
  understanding.                                                               The pacing of the lesson is
                                                                                uneven; suitable in parts, but
                                                                                rushed or dragging in others.

                                                                        EVIDENCE




COMMENTS/SUGGESTIONS:                                                                                                              PERFORMANCE
                                                                                                                                      LEVEL




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INSTRUCTION COMPETENCY 3D: USING ASSESSMENT IN INSTRUCTION
  HIGHLY EFFECTIVE:                       EFFECTIVE:                          EFFECTIVE:                                INEFFECTIVE
                                          PROFICIENT                          EMERGING
In addition to the                                                                                        The teacher gives no indication of what high
characteristics of “proficient,”    Students indicate that they        There is little evidence that     quality work looks like.
                                     clearly understand the              the students understand
 There is evidence that             characteristics of high quality     how their work will be           The teacher makes no effort to determine
  students have helped               work.                               evaluated.                        whether students understand the lesson.
  establish the evaluation
  criteria.                         The teacher elicits evidence       Teacher monitors                 Feedback is only global.
                                     of student understanding            understanding through a          The teacher does not ask students to evaluate
 Teacher monitoring of              during the lesson Students          single method, or without
  student understanding is                                                                                 their own or classmates’ work.
                                     are invited to assess their         eliciting evidence of
  sophisticated and                  own work and make                   understanding from all
  continuous: the teacher is         improvements.                       students.
  constantly “taking the
  pulse” of the class.              Feedback includes specific         Teacher requests global
                                     and timely guidance for at          indications of student
 Teacher makes frequent             least groups of students.           understanding.
  use of strategies to elicit
  information about                 The teacher attempts to            Feedback to students is not
  individual student                 engage students in self‐ or         uniformly specific, not
  understanding.                     peer‐assessment.                    oriented towards future
                                                                         improvement of work.
 Feedback to students is           When necessary, the teacher
  specific and timely, and is        makes adjustments to the           The teacher makes only
  provided from many                 lesson to enhance                   minor attempts to engage
  sources, including other           understanding by groups of          students in self‐ or
  students.                          students.                           peer‐assessment.

 Students monitor their own                                            The teacher’s attempts to
  understanding, either on                                               adjust the lesson are
  their own initiative or as a                                           partially successful.
  result of tasks set by the
  teacher.
 The teacher’s adjustments
  to the lesson are designed
  to assist individual
  students.

                                                                        EVIDENCE




COMMENTS/SUGGESTIONS:                                                                                                   PERFORMANCE LEVEL




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OBSERVATION RATING SUMMARY



                               COMPONENT                      RATING

                   1C: SETTING INSTRUCTIONAL
                   OBJECTIVES
                   2C: MANAGING CLASSROOM
                   PROCEDURES
                   3B: USING QUESTIONING AND
                   DISCUSSION TECHNIQUES
                   3C: ENGAGING STUDENTS IN
                   LEARNING
                   3D: USING ASSESSMENT IN
                   INSTRUCTION

                                AVERAGE




                                       OBSERVATION COMMENTS




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TEACHER CONFERENCE NOTES


                         DATE:
                         TIME:
                         EVALUATOR:

                         OTHER
                         PARTICIPANTS:




                                         NOTES




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