How to use the Observation Tool:

Know Before Observing the Lesson

1. Please read the form in it's entirety before doing an observation. It is essential that you are familiar with the metrics and what specific things we are looking to understand before walking in to the classroom.

2. The tool should be used to observe teachers and teaching artists in a co-planned, co-taught lesson. 

3. This needs to be completed online, but if you prefer to print it and type it up later, that’s up to you! 

4. Take notes as you're watching the lesson

• In each of the note-taking sections, you will see a question that "gets at" what that section is observing. Answer the question in your notes. But DO NOT assign a numeric value until you have watched the entire lesson and reviewed you notes

While Observing the Lesson

1. The notes you take should be

   • Factual and objective (rather than judgmental or evaluative)

   • Specific and detailed (rather than general) 

   • Accessible (language should make sense six months from now) 

   • Chronological (include approximate time markers)

2. And Notes should include

   • Anecdotal descriptions of interactions 

   • Quotes of what children and/or staff say when interacting 

   • Actions and language of the children involved

Assigning Scores 

After observing the lesson, assign scores. One should assign a score of 1, 2, 3, 4, or 5 for each dimension (A, B, C, etc.) For each score assigned, please include some evidence in the form of the objective note taking that you did while watching the lesson. You can summarize more about what you saw, but try not to erase the original notes you took. Avoid saying whether what you saw was “good” or “bad.”

Addition Shout Outs, Questions, or Suggestions Section

We encourage you to use this section to give positive feedback, ask questions, or give suggestions on how to deepen the positive things that are happening. Since the teachers will be seeing this observation form, we want to make sure that any conversations about changes to areas that received lower scores is happening with the teachers and artists. 

Planning Meeting to Go Over the Observation

After the observation, use the next planning time to talk through the observation form. If the planning happens immediately after the lesson, take a moment to score the observation away from the teacher and teaching artist and give them the opportunity to plan their next lesson.

Please keep in mind using The Coaching Language. People are more open to changing what they are doing if they are coming to conclusions on their own, versus someone else evaluating them. Give objective feedback. Ask questions to lead them where you want them to go. Try to avoid telling them what to do or giving too many suggestions - this will allow the teachers and artists to have full ownership of the decisions that are being made. 

Keep in mind the time. Please only use half of the planning time to review the Observation. The artist and Teacher will still need to plan for the next lesson!