Classroom Observation Report

Prepared for Amadi Hemphill

by Robyn Sperling, PhD., Director of Research and Evaluation
Spring 2016
About Inspired Teachings Classroom Observation
On March 24, 2016, a member of Center for Inspired Teachings research team visited your classroom and
conducted an observation lasting 40-60 minutes. The CLASS1 observation tool was used to document
classroom instruction. Using a scale of 1 to 7, the CLASS measures 3 broad domains of classroom quality:
(1) Emotional Support, (2) Classroom Organization, and (3) Instructional Support. The CLASS observation
tool was developed by researchers at the University of Virginia and has been validated in over 4,000
classrooms.
Inspired Teaching sets performance standards for the Inspired Teaching Fellows to achieve. By Spring 2016,
Inspired Teaching expects Fellows to score an average of at least 4 in each of the 10 dimensions. By Spring
2017, Inspired Teaching expects Fellows to score an average of at least 5 in each dimension.
These data are one piece of information used to assess the nature of teaching and learning in your classroom.
Enclosed is a report that explains how instruction during the observation was rated using the CLASS. These
data serve as a foundation for self-reflection and discussion with your Inspired Teaching mentor.
Suggested CLASS Observations Teacher Reflection Questions
(These are questions that you may find helpful in guiding your thoughts about these data.)
Was the lesson observed typical of my teaching style?
Which of the ratings surprise me? Which of the ratings are not surprising?
What other emotions are evoked by these data? Why?
How can I be more responsive to my students emotional needs?
How can I improve the way I proactively set behavioral and academic expectations for my students?
How can I increase the use of a variety of instructional strategies and materials to encourage student engagement?
How can I maximize my students learning through the use of questions and feedback?

The Emotional Support domain captures the teachers ability to support childrens social and emotional
functioning in the classroom. There are four dimensions in this domain: positive climate, negative climate,
teacher sensitivity, and regard for student perspectives. These dimensions look at teachers interactions with
their students to determine the degree to which teachers reflect respect and enjoyment; express negativity and
frustration; are aware of and responsive to their students emotional needs; and consider their students interests
and desire for autonomy.

For more information on the CLASS observation tool visit www.classobservation.com

Center for Inspired Teaching, 2016

Emotional Support
Overall:
5.88
Positive Climate
6.0
Negative Climate2
1.0
Teacher Sensitivity
6.0
Regard for Student
4.5
Perspectives
Positive Climate
There were indications that the teacher and student enjoy warm, supportive relationships (physical proximity,
matched affect). There were displays of positive affect by the teacher and students (smiling, laughter), and there
were examples of positive communications (What you did yesterday was amazing! Thank you so much. I
heard some interesting things. I like that! Great thinking!). The teacher and students consistently displayed
respect for one another.
Negative Climate
There was no evidence of negative climate.
Teacher Sensitivity
The teacher was aware of students who needed extra support, assistance, or attention. She anticipated problems
and planned accordingly, and was consistently responsive to students. The teacher was effective at addressing
students problems and concerns, and the students appeared comfortable seeking support from, sharing their
ideas with, and responding freely to the teacher.
Regard for Student Perspectives
The classroom was moderately teacher-regimented, but at times, the teacher followed the students lead. The
teacher was consistently responsive to students attempts to get her attention and responded to their comments.
There were opportunities for student talk and expression, and there was no restriction of movement. At times
the teacher provided support for student autonomy and leadership; this became more common later in the
observation, when students were allowed more choice and autonomy in their work.

The Classroom Organization domain looks at how teachers organize and manage their students time and
behavior. There are four dimensions in this domain: behavior management, productivity, and instructional
learning formats. These dimensions address how teachers proactively establish and enforce behavioral
expectations; manage time to maximize learning through routines, transitions, and preparation; and, engage
students in learning through a variety of lessons and activities.
Classroom Organization
Overall:
5.67
Behavior Management
6.0
Productivity
6.0
Instructional Learning
5.0
Formats

A low score for Negative Climate indicates the absence of a negative climate.

Center for Inspired Teaching, 2016

Behavior Management
Rules and expectations were clearly stated (Thank you, have a seat Can you get to your partner spots by 3, 2,
1.). The teacher used mainly proactive responses to behavior (Daniel, I love how youre on the carpet I
love how I cant hear anyone talking). She effectively redirected misbehavior (for example, by silently
reminding students to raise their hand) and behavior management did not take time away from learning.
Productivity
The teacher provided activities for the students and dealt efficiently with disruptions and managerial tasks.
Student clearly knew what was expected of them and how to go about doing it. Transitions were efficient. There
was evidence of classroom routines, and the teacher was fully prepared for activities and lessons.
Instructional Learning Formats
The teacher actively facilitated students engagement in activities and lessons to encourage participation and
expanded involvement. She used some modalities (auditory, visual) to effectively interest students and gain
their participation during activities and lessons. The teacher appeared to have put thought into creating the
activity so that students could actively explore and use materials to facilitate their own learning, but this
occurred more often later in the observation (e.g. writing their own folk tale). Most of the students were
interested and involved in activities. The teacher focused students attention toward learning objectives (What
makes a story a folk tale? Lets look back at the chart and see if we have all of the elements of a folk tale.
Now you all are going to write your own folk tale.).
The Instructional Domain addresses curricular implementation to strengthen students cognitive and linguistic
development. There are three dimensions in this domain: concept development, quality of feedback, and
language modeling. These dimensions capture how teachers facilitate students learning and support the
development of higher order thinking skills through the use feedback, questions, and language modeling.
Instructional Support
Overall:
Concept Development
Quality of Feedback
Language Modeling

4.33
4.5
4.0
4.5

Concept Development
The teacher used discussions and asked questions that encouraged analysis and reasoning, though she did this
more consistently during the first half of the observation (What are some predictions of what might happen
[based on the title of the story]? Why do you think rabbit refused frogs help? Why do you think none of
the animals methods were working? Why would the author make frog the hero?). She provided
opportunities for students to be creative and generate their own ideas (e.g. talking about what might happen
next), though this happened more consistently later in the observation (e.g. writing their own folk tale). The
teacher linked concepts to previous learning (Think about all the folk tales we have read..). However, she did
not directly relate concepts to students actual lives.
Quality of Feedback
There were some feedback loops between the teacher and the students; these became more common, and more
sustained, later in the observation. At times, the teacher prompted students to explain their thinking or rationale
for responses and actions (Why do you think that might happen? Thats rightand why did rabbit think frog
couldnt do it? Why do you think that, Stella?) and provided additional information to expand students
understanding of concepts. However, the teacher rarely offered encouragement of students efforts that
increased their involvement and persistence.
Center for Inspired Teaching, 2016

Language Modeling
The teacher talked regularly with the students and appeared interested in the students; this appeared to be
engaging for students because the teacher actively listened, contributed relevant responses, and asked related
questions. The teacher asked a mix of open-ended (What are some predictions about what will happen? Why
do you think that? Why did rabbit refuse frogs help? Why did rabbit think frog couldnt do it? Why do
you think none of the animals methods are working? Why would the author make the frog the hero? You
want to write about a snake and a foxis there a way to put them both in the same story?) and closed-ended
questions (Who was a talking animal? Did frog talk? Is there a problem in the story? What is the
problem? What do they do? What is the problem? What is the solution?). The teacher often repeated
and occasionally extended students answers, and at times she used advanced language with students (When
things repeat we call it repetition). However, she rarely used self- or parallel-talk and did not map her own
actions or the students actions through language and description.
Summary
It was evident in this observation that the teacher maintains a positive demeanor and respect towards her
students. The teacher designed instruction that included opportunity for student expression and supported
students development and articulation of thinking processes. In addition to maintaining and strengthening the
aspects of effective teaching and learning noted during the observation period, Inspired Teaching suggests the
consistent implementation of the following areas of focus in your teaching practice:

Build your students academic language through advanced vocabulary use and modeling of self- and
parallel talk;
Consistently implement a variety of instructional learning formats and use a variety of learning materials
to maximize student engagement; and,
Use effective, consistent feedback loops to extend student responses and learning.

Center for Inspired Teaching, 2016