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Virtual Learning Observation - Hanrahan
The purpose of the tool is to provide a standard rubric and a set of 'look-fors" during observations of virtual learning experiences.
The focus areas are:
Social-Emotional Learning and Maslow's Hierarchy of Needs
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Career Prep 6
College Prep Academy 6
Focus of Observation
Date of Observation
Classroom Environment, Academic Expectations, Culture, & Belonging
Does the teacher manage student behavior?
Student behavior is appropriate during observation
Teacher response to disruptive behavior is consistent, proportinonate, respectful to students, and effective
The teacher frequently monitors student behavior
Teacher response to disruptive behavior is effective/successful
Does it appear that the environment creates a positive learning climate that brings out the best in students? Using Maslow's Hierarchy of Needs, select all that you think apply.
Students appear safe and fed
Students feel emotionally connected to teachers, classmates, feel appreciated, and included
Students have an opportunity to process their emotional feelings and emotional coping skills
Students have the access to needed learning materials including technology devices
Students have the skills to participate in online/remote learning
Describe what technology was used and how effective it was used. For instance, was the technology used successfully by the teacher for presentations and feedback; was the technology used successfully by the students for learning and assessments; were there any technical errors or access issues?
Is Google Classroom available?
Does the Google Classroom include student assignments, office hours, teacher contact information, and pertinent instructional information?
What learning activities are occurring during the observation?
Service Learning Planning/Project
FastBridge (SSD Only)
N/A (Not Applicable)
Comments on academic expectations, culture, and belonging among the class
Please mark any of the following indicators that are evident in the classroom.
Students are given multiple exposures and opportunities to practice.
Students assist their classmates in understanding content.
Students initiate higher order questions.
Virtually all students are engaged in discussion.
Students apply what they have learned to real world problems/challenges.
Interactions among students are polite and generally respectful.
None of these indicators were observed.
Are the majority of students willing and able to participate in virtual learning instructional activities using technology given the current climate? Please use the attached matrix to provide a rating of 1-4.
1 Willing and Able
2 Willing and Unable
3 Unwilling but Able
4 Unwilling and Unable
Do teachers provide students with instructional feedback during the observation?
Yes, teacher provided feedback to students during observation
No, students did not receive any teacher feedback during observation
Not observed in the context of the lesson
Are the online instructional activities aligned to State Standards and presented at the appropriate grade level?
Checking for Understanding (Assessment)
Are students engaged in a formative assessment?
The teacher uses (or it is evident that the teacher used) formative assessments in order to determine the instructional response.
Formative assessments are given, but they are not used to determine the instructional response.
Formative assessments are not given.
Are informal assessments used to explain, break down, and/or help students better understand lesson/lesson activities?
Thumbs Up, Thumbs Down (Emoji Use)
Typed Chat Response
Individual Student Conferencing
General Comments & Observations
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This form was created inside of Jennings School District.