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1 - Needs Improvement 2 - Proficient 3 - Advanced 4 - Exemplary 5 - Not Applicable
Faculty Classroom Observation Form
Directions: This form is intended primarily as a checklist, not a scaled rating form. Reviews should indicate the
presence of teaching activities/behaviors already established as indicative of effective teaching. Use NA if an
item is not relevant for this class or for this instructor. To accommodate the diversity of pedagogical practices,
criteria may be added with the approval of the dean for that program/discipline.
Although the observation can be used as a checklist, the observer may elect to provide a general rating for each
subset of teaching practices using either a numeric or descriptive rating. Please keep in mind that the observation
reflects a "snapshot" of teaching and is not intended as a representation of overall teaching practices. If the
observer elects to provide a general rating for each subset, the following guidelines are suggested:
With numeric ratings, the intent is that each subset of teaching practices stands alone. There is no overall rating
given to the instructor at the end of the observation form.
Division Directors, Discipline/Program Chairs, or their designee should check to make sure that the
online syllabus for the course has been approved and is available for students. The syllabus should
address one of the critical core competencies.
Instructor: Date:
Course Prefix and Number: Course Title:
Number of Students: Observer:
Online Syllabus Posted:
The observation form will be one piece of documentation used in the performance evaluation (PDP) of
full-time faculty.
Online and Hybrid Courses
Cover Sheet
Check if Observed Variety and Pacing of Instruction
Uses a variety of instructional methods Responds to wrong answers constructively Draws non-participating students into activities/discussion Prevents specific students from dominating activities/discussion Asks probing questions when student answers are incomplete Guides the direction of the discussion Mediates conflict or differences of opinions Uses active learning strategies (group work, paired discussions, polling) Provides explicit directions for active learning tasks (e.g. rationale, duration, product) Specifies how learning tasks will be evaluated (if appropriate) Provides opportunities for students to practice what they have learned
Examples of instructor actions or behaviors that demonstrate above:
Descriptor/Numeric Rating
Check if Observed Course Design and Usability
Relates this and previous class(es), or provides students with opportunity to do so Provides and follows an outline or organization for the class module Navigational instructions are consistent throughout and easy to understand Uses effective transitions between class topics Conveys the purpose of each class activity or assignment Instructional materials are easily accessible and usable Summarizes periodically throughout and at end of class or prompts students to do so Previews by connecting current content to future classes Instructor self-introduction is informative Course website is free of errors and dead links Students are directed to assistance (student resources and help buttons)
Examples of instructor actions or behaviors that demonstrate above:
Descriptor/Numeric Rating
Check if Observed Instructor-Student Interaction
Attends respectfully to student comprehension or puzzlement Asks questions of students that challenge them to think more deeply Requirements for course interaction are clearly stated Incorporates student responses when appropriate Encourages students to respond to their peers throughout the discussions Treats students with respect Uses positive reinforcement to encourage student participation and intellectual risk-taking Netiquette expectations with regard to online communication are clearly stated Addresses potentially disruptive behaviors before they impact learning environment Clear standards are set for instructor response and availability It is evident that instructor is present, proactive, and engaged
Examples of instructor actions or behaviors that demonstrate above:
Descriptor/Numeric Rating
Check if Descriptor/Numeric Rating Observed Use of Technology
Minimum technology requirements are clearly stated to student Instructional components function properly Instructions on how to access resources at a distance are clearly stated Course includes current tools and technologies that enhance learning
Examples of instructor actions or behaviors that demonstrate above:
What went well in this class?
What suggestions for improvement do you have?
Follow-up:
