5 Pillar Observation Form
Use this form to provide feedback to teachers on the 5 Pillar Performance Targets observed during a formal or informal classroom observation. Formal observations are scheduled in advance and last 30 to 45 minutes. The teacher completes a lesson/unit plan prior to a formal observation. Informal walkthrough observations are unscheduled and unannounced and last 10-20 minutes.
Supervisors, please provide your e-mail address below. Upon completion of the form, the results will be sent to you, and you will be able to forward them to the teacher. When using this form, you do not have to provide feedback on all of the pillars. This form is designed to provide formative feedback to the teacher on the 5 Pillars.
Is this a formal or informal observation?
Name of Teacher
Time of Observation
Pillar I: Relationships
This pillar is the foundation of all good teaching: Positive relationships. Evidence for positive relationships can come in many forms. In a classroom observation, positive relationships manifest in the way a teacher interacts with his/her students, the questions that are asked, and the conversations that occur. Teachers that have positive relationships with students know them well, build meaningful connections, and use appropriate strategies to establish trust through choice, collaboration, and transparency. An environment of trust helps students feel safe and secure in the classroom so that learning can be maximized.
What evidence do you see that demonstrates the teacher knows his/her students?
Uses student names
Asks questions and provides wait time
Listens to students needs, interests, and wants
Has made parent contact with students' parents/guardians
Knows students' learning styles and personality
Know students' strengths and weaknesses
Knows students' family background and history
What evidence do you see that demonstrates the teacher is using Trauma Informed Practices?
Students feel safe and secure in the classroom and participate in the lessons and activities.
What evidence do you see that demonstrates the teacher has created meaningful connections with his/her students?
Knows students' talents and skills
Knows student's interests, wants, hobbies, hopes, and dreams
Knows students' unique areas of diversity and culture and how that effects their learning
Greets students at the door (upon entry or exit)
What did you notice about Relationships in this classroom?
What do you wonder about Relationships in this classroom?
Pillar II: Expectations
This pillar is the foundation of achievement and results. There is a long history of research on the power of expectations to achieve results. Teachers that expect a lot from their students are much more likely to see them work to achieve those results. Teachers with low expectations will have students under perform on a regular basis. In a classroom observation, an observer will see high expectations reflected in the classroom culture, how data is used, and how equity is applied.
Describe the culture (feel) of the classroom
In what ways is data evident in the classroom?
Data is visible
Student's own their data
Teacher refers to data
There is evidence of a "growth mindset" in terms of data and improving outcomes
Goal setting is a regular part of the classroom experience
In an equitable classroom, there is ample evidence of differentiation. What evidence of differentiation do you see?
What did you notice about Expectations in this classroom?
What do you wonder about Expectations in this classroom?
Pillar III: Rigor
Whereas Relationships and Expectations are predominately talents, Rigor is a skill. By Rigor, we mean the process of deeply understanding the content being taught. In a classroom with high levels of instructional rigor, the teacher helps students deeply understand and apply content through the consistent use of standards, Essential Questions, Learning Targets, and clear criteria for success.
There is evidence in this walkthrough that the teacher has designed instruction based on standards.
Did Not Observe
The teacher and/or students posted, referred to, and used Essential Question and/or Learning Targets during this observation.
Did not observe
The teacher clearly defined what success looked like during this observation.
What did you notice about the evidence of Rigor in this classroom?
What do you wonder about the evidence of Rigor in this classroom?
Pillar IV: High Quality Curriculum
Exceptional teachers understand that a high quality curriculum is more than something that is purchased or downloaded from the internet. A High Quality curriculum is aligned to standards, coupled with best practices, and personalized for context. As a result, it is relevant and engaging to students. In addition, a HQ curriculum efficiently and effectively uses formative and summative assessments so that students know where they are in the learning process and where they are going.
The instruction observed was relevant to student needs and interests.
The instruction observed was engaging to the students.
What instructional elements did you observe? (check all that apply)
Examples of Writing
Examples of Inquiry
Examples of Collaboration
Examples of Organization (helping students to organize their thoughts and/or work)
Examples of Reading
What specific instructional strategies and activities did you observe during the observation?
What formative and summative assessments did you observe being used during the observation?
What did you notice about a High Quality Curriculum in this classroom?
What do you wonder about a High Quality Curriculum in this classroom?
Pillar V: Pacing
The pacing of a lesson will have a big impact on the amount of student engagement and learning that occurs during a lesson. Lessons that are well paced include plenty of age appropriate transitions, movement, brain breaks, etc. They also contain a distinct beginning, middle, and end.
The opening of this lesson set the stage for what was to come and was active, engaging, and wasted no time.
I did not observe the opening of the lesson.
What types of transitions were observed during this observation?
The closing of this lesson summarized key learnings from the day and set the stage for more learning to come.
I did not observe the closing of the lesson.
Thank you for the privilege of visiting your classroom. Please see below for Next Steps:
Please set up a time to discuss this observation with me.
If you have any comments about the information here, please send me those comments via email.
If you have any questions about this observation, let me know a good time to stop by your room to discuss them.
A copy of your responses will be emailed to the address you provided.
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