This document contains a classroom observation instrument used to evaluate teachers across 9 areas of effective teaching. The instrument includes criteria for each area, examples of comments, and a post-observation action plan section. The areas assessed are objectives, lesson planning, content and presentation, classroom management, atmosphere and relationships, the student experience, resources, evaluation of lesson objectives, and professionalism.

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CLASSROOM OBSERVATION INSTRUMENT
Name of Faculty: Course/s: Observation Date:
Observer : Department:
Excellence in Teaching and Learning
Areas & Criteria for Effective Teaching Comments Sample Comments
1. Objectives
• Teaching schemes, and assessment schedules, are at
hand
• Aims and objectives are made explicit, and are
appropriate for students and course etc.
• Context: The relevance and importance of the objectives
are stressed persuasively. Links are made to prior
learning
• Resources are at hand
•
•
•
Vague goals
Context is unclear
No sense of purpose
Students unclear what they should
be learning
Resources forgotten
Republic of the Philippines
Zamboanga Peninsula Polytechnic State University
Region IX, Zamboanga Peninsula
VITALI EXTERNAL PROGRAM DELIVERING UNIT
Vitali, Zamboanga City
Vision
A world-class polytechnic university
Mission
Produce globally competent human capital and
research innovations for quality lives
Goals
Develop the cultures of innovation, collaboration,
responsiveness and excellence.
Core Values
Love of God, Social Responsibility, Commitment/ Dedication to the service,
Accountability

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2. Lesson Planning
• Active learning: The lesson requires students to apply
and develop the learning described in the objectives.
• An effective plan: well-paced, varied, active, interesting,
challenging and logically structured
• Individual needs are met: tasks are a mix of mastery and
developmental tasks and appeal to different learning
styles
• Methods are appropriate to students, objectives, and
context
• Key skills are integrated and developed
•
•
•
Inappropriate strategies
Students passive
Activities are of dubious purpose
Students lack interest
3. Content and presentation
• Content and instructions are explained clearly at the
correct pace, level, breadth, depth, length, and in a
logical order
• Presentation is lively and interesting
• Subject knowledge of the educator is sound
• Voice is clear and easily heard
Understanding is checked e.g. by question and answer
•
•
•
Too long
Too fast
No checking of learning
Too much content
Too thin
Flat or distant
4. Classroom management •
•
•
•
•
•
No reference to the materials
used
Interactions failed to promote
educator–student and student–
student interactions Classroom
disorder - not conducive for
learning
Seating arrangement failed to
support different activities &
methods used
Learning resources not available
Noisy & no discipline
• The educator and students possess course outline and
learning material.
• The seating arrangement supports different activities and
the methods used.
• The classroom environment is inviting and conducive to
quality teaching, learning and assessment.
• The educator ensures that all students have the relevant
resources (learning materials).
• Good order and discipline support quality teaching and
learning in the classroom.

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5. Atmosphere and relationships
• Atmosphere is positive, enthusiastic, purposeful, and
warm.
• Inclusivity: Efforts are made to value and include all
students
• Rapport: Efforts are made to achieve mutual respect
• Student – student relationships are good or developed
• Dignity: Learners are treated with respect and dignity,
especially when they don’t deserve it (!)
•
•
•
Poor rapport
Unaware of student need
Group dynamics inhibit learning
6. The student experience
• Interest: student interest is engaged and sustained.
• Participation: all students take part and keep on task
• Activity: Students develop and apply knowledge and
skills, some of the tasks are high order, challenging, and
relevant
• Check & Correct: learning, and work in progress is
checked and corrected
• Praise/rewards for effort, progress, completion of tasks
etc. are frequent. Criticism is constructive and positive
• Weaker students are supported and rewarded for effort
and the completion of ordinary learning tasks
• Able students: are challenged but supported if necessary
• Autonomy: Students take enough responsibility for their
own learning. There is evidence of self-motivation.
• Cooperation: students have an opportunity to work in
pairs or groups and to support each other
• Creativity: Students have an opportunity to take control,
exercise initiative, and make individual responses
•
•
•
Individual needs are ignored
A teacher centered approach
Weak students are not discovered
and supported
Able students are not stretched

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7. Resources
• Adequacy: Resources are adequate, appropriate,
effective and up to date
• Handouts are clear, well designed, fit for purpose, and
well produced. Extensive writing of notes unnecessary.
• A variety of media and methods are used
• Safety of the equipment and its use are ensured
• Accommodation is appropriate and well managed •
Room layout is appropriate and effective
•
•
Resources are inadequate or
inappropriate
The environment inhibits learning
8. Evaluation of Lesson & Achievement of objectives
• Clarity: learning is summarized, clarified and put in
context
• Achievement: Students demonstrate that learning has
taken place
• Learning is not checked, or does
not take place
9. Professionalism
• Timekeeping: Teacher arrives and finishes on time and
expects their students to do the same.
• Dress and manner are appropriate and professional
•
•
lesson starts late and finishes
early.
Dress and manner is inappropriate
___________________________________
Observer’s Signature

5. THE POST - OBSERVATION ACTION PLAN
As a result of the outcome of this classroom observation, I have developed the following actions to improve performance:
Name of Observee: ________________________________ Name of Observer: _____________________________
Date:__________________________
Areas & Criteria for Effective Teaching
Action to be Taken
1. Objectives
2. Lesson Planning
3. Content and Presentation
4. Classroom Management
5. Atmosphere and Relationships
6. The Student Experience
7. Resources
8. Evaluation of Lesson & Achievement of
Objectives
9. Professionalism
___________________________________
Observer’s Signature
Republic of the Philippines
Zamboanga Peninsula Polytechnic State University
Region IX, Zamboanga Peninsula
VITALI EXTERNAL PROGRAM DELIVERING UNIT
Vitali, Zamboanga City
Vision
A world-class polytechnic university
Mission
Produce globally competent human capital and
research innovations for quality lives
Goals
Develop the cultures of innovation, collaboration,
responsiveness and excellence.
Core Values
Love of God, Social Responsibility, Commitment/ Dedication to the service,
Accountability