IBA PUBLIC SCHOOL SUKKUR

Pre‐Classroom Observation Tool

Name of School Date

Grade(s) Subject

Teacher’s Name Observation #

Observer’s Name Designation

Nature of Observation: Announced Unannounced

The teacher and the observer must have a pre-observation meeting to prepare for the classroom
observation and to review the teacher’s lesson plan. During the meeting the observer and the teacher
must complete the Pre-observation Meeting Form.

The meeting should be used to ensure that the expectations for the observation are clearly understood.
Other purposes of the pre-observation meeting are to:
 Develop a collegial atmosphere in advance of the observation.
 Learn about the unique qualities of the teacher’s group of students.
 Identify the student outcomes that are expected. 

Observer must review Overall Annual Plan of teachers and Lesson Plan and their alignment with each
other:
Available
(Y/N)
Scheme of work / yearly planning
Lesson Plan
Alignment between the above two

Observer may discuss the following, if deemed appropriate:

 Prior knowledge required by the students to participate in this lesson.
 Alternate conceptions students may have related to this topic.
 Special characteristics of the students’ teacher want to highlight.

Observer Comments (if any):

Adopted from Aga Khan Education Service, Pakistan

 IBA PUBLIC SCHOOL SUKKUR
Classroom Observation Tool

Teacher’s Name : Observation #

Comments
Aspect and Guidelines Level 1 Level 2 Level 3 Level 4
(if any)
A rough lesson plan Lesson objectives are Lesson objectives are Lesson objectives are
with no clear specific, measurable, specific, measurable, specific, measurable,
objectives or achievable, realistic and achievable, realistic and achievable, realistic and
learning activities timed (SMART). Most of timed (SMART). Most of timed (SMART).
1. Lesson planning: Does the
mentioned. the learning activities are the learning activities are Learning activities are
lesson plan include SMART
not properly timed, properly timed, sequenced properly timed,
objectives? Are the
sequenced and are not and are aligned with the sequenced and are
activities aligned with
aligned with the lesson lesson objectives and the aligned with the lesson
lessons objectives?
objectives or the curriculum. objectives and the
curriculum. curriculum.

   
Classroom rules, Classroom rules, expectations The mutual respect and trust The mutual respect and trust
expectations and and procedures are not between teacher and student, as between teacher and student,
procedures are not consistently followed leading to well as between students is as well as between students is
followed leading to undisciplined class. Some evident most of the time in the evident throughout the lesson
2. Classroom Management: undisciplined class. instructional time is lost due to lesson observed. Classroom observed. Classroom rules,
Does the teacher manage Much instructional time is inefficient classroom rules, expectations and expectations and procedures
class environment lost due to inefficient management. procedures promote discipline in promote discipline in the class.
effectively? classroom management. the class.

   
 Most of the content Some misconceptions in Most of the content and All the content and
and concepts are the presentation of concepts are presented concepts are presented
3. Subject content
presented content and concepts. correctly and in a simple correctly and in a
knowledge: Observe the
incorrectly. No Only few examples/ manner using examples/ simple manner using
subject content
examples/analogies analogies/daily life analogies/daily life examples/
knowledge and note the
/ daily life situations/ experiences, situations/experiences, analogies/daily life
teacher's understanding
situations/ etc. are used. etc. situations/ experiences,
of the content and
experiences, etc. etc.
concepts presented in the
are used.
lesson.
   
4. Active involvement : Teacher does not Teacher occasionally Teacher often engages Teacher engages
Active involvement DOES engage students in engages students in students in active learning students in active
NOT mean mere physical active learning (e.g. active learning (e.g. (e.g. inquiry, problem learning (e.g. inquiry,
involvement in an activity dictate facts, solve inquiry, problem solving, solving, project based problem solving, project
but it includes students' the task for project based learning, learning, asking high order based learning, asking
involvement in asking and students etc.) asking high order thinking thinking questions, high order thinking
answering questions, questions, probing etc.) probing etc.) questions, probing etc.)
reasoning, concrete
experiences, problem
solving, and/or decision
making.    
None of the Some of the activities Most of the activities and The activities and
activities and / or and methods used are methods used are relevant methods used are
5. Relevancy of activities / methods used are relevant to the grade to the grade level and to relevant to the grade
methods: Are the relevant to the level and to the available the available classroom level and to the
activities and methods grade level and to classroom situation. situation. available classroom
used relevant for the the available situation.
grade level and classroom classroom situation.
situation.
   
6. Teaching resources: No learning Basic learning resources Relevant resources are Enough relevant
Observe how the resources are used are used appropriately available and are often resources are available
resources are used or resources are (e.g. text / illustrations used appropriately (e.g. and are used
during the lesson to inappropriately on chalk board to explain enough concrete material appropriately (e.g.
support students' used. the concept was visible for group work/ pair work enough concrete
learning, e.g. for all children). and/ or individual work). material for group work,
concrete material, Supplementary resources The resources used are / pair work and / or
pictures, are occasionally used. audible and / or legible. individual work). The
worksheets, hand- resources used are
outs, charts, flash audible and / or legible.
cards, audio-visual
aids, textbooks,
chalk board etc.    
7. Teacher student Teacher Teacher inconsistently Teacher often interacts in Teacher interacts in a
interaction: Does interactions are interacts in a supportive a supportive manner and supportive manner and
the teacher interact generally manner (e.g. at times there is often mutual there is mutual respect
with students in a unpleasant (e.g. pleasant and at time respect between teacher between teacher and
supportive manner? inactive listening, unpleasant, evidence of and students (e.g. active students (e.g. active
'Supportive manner' harsh tone, favoritism, gender bias) listening, polite tone, listening, polite tone,
may includes verbal inappropriate appropriate gestures, appropriate gestures,
(e.g. words) and non gestures etc. ) treats fairly) treats fairly).
verbal (e.g.
gestures and body
language).    
8. Instructions: How Instructions are Instructions are generally Instructions are mostly Instructions are clear
does the teacher mostly inconsistent inconsistent (e.g. clear and understandable and understandable
give instructions (e.g. ambiguous, sometimes clear and (e.g. simple, audible / (e.g. simple, audible /
during the lesson? illegible, inaudible sometimes ambiguous) legible, timed ) legible, timed )
Do all the students etc.)
follow the given
instructions?    
 Teacher uses one or Teacher rarely uses a Teacher often uses a Teacher uses a variety of
no assessment variety of assessment variety of assessment assessment strategies
9. Assess and provide
strategy. Teacher strategies (for e.g.. strategies (for e.g.. (for e.g.. questioning,
feedback on student
assessment strategy questioning, drawing, questioning, drawing, drawing, concept map,
learning: Observe
focuses on rote concept map, written concept map, written written task). Students
the assessment
memorization. task). Teacher accepts task). Sometimes teacher are encouraged to
strategies the
and /or rejects student encourages students to express and elaborate on
teacher uses during
ideas (e.g.. Responses, express and elaborate on their ideas, wherever
the lesson. How
comments, suggestions) their ideas to assess their necessary.
does the teacher
and hardly encourages learning.
handle students'
students to express and
correct and
elaborate on their ideas.
incorrect responses?
   
10. Language Teacher rarely Teacher communicates in Teacher often Teacher communicates
proficiency: Does communicates in the target/ instructional communicates in the in the target/
the teacher the target language, language, uses limited target/ instructional instructional language
communicate uses limited vocabulary and language with accuracy accurately and fluently
accurately and vocabulary and sometimes makes and fluency (e.g. proper (e.g. proper
fluently in the often makes grammatical mistakes. pronunciation, pronunciation,
required language grammatical appropriate vocabulary, appropriate vocabulary,
to teach the mistakes in the grammar etc.) grammar etc)
subject? Listen target/ instructional
carefully to the language.
vocabulary used and
the intonation while
the teacher is
interacting with
students.    

Signature of Observer: Signature of Teacher:

Adopted from Aga Khan Education Service, Pakistan

 IBA PUBLIC SCHOOL SUKKUR
Post‐Classroom Observation Tool

Teacher’s Name Observation #

The post-observation conference is most useful if it occurs within a few days of the classroom
observation, while the activities are still fresh in the minds of the teacher and observer. The Post-
Observation Conference is intended for discussion of the strengths and area of improvement in the
lesson observed, and discussion of next steps. This is also intended to provide formative information
that will guide professional planning and learning.

Q. What went well in the lesson today?

Q. What new methods or techniques could you try next time to improve the lesson?

Feedback / Suggestions by Observer:

Teaching strengths in today’s lesson were:

Areas of teaching which needs improvement are:

Performance Improvement Plans:

Discuss with the teacher and agree with him/her the specific areas where improvement is required in
the next cycle of classroom observation. Please also specify the way(s) through which he/she can
overcome these shortcomings.
Professional Strategies Support Timelines Means of
Development Target/s required verification

Signature of Observer: Date

Signature of Teacher : Date

Adopted from Aga Khan Education Service, Pakistan

 IBA PUBLIC SCHOOL SUKKUR
Points Calculation Sheet

Teacher’s Name Observation #

S.N Aspect Level1 Level2 Level3 Level4

o
1 Lesson planning

2 Classroom Management

3 Subject content knowledge

4 Active involvement

5 Relevancy of activities / methods

6 Teaching resources

7 Teacher student interaction

8 Instructions
Assess and provide feedback on student
9 learning
10 Language proficiency

Total

Classroom Observation Points Calculation:

 Total marking in Level 1 x 01 =

 Total marking in Level 2 x 02 =
 Total marking in Level 3 x 03 =
 Total marking in Level 4 x 04 =

Total Score =

Signature of Observer: Date

Adopted from Aga Khan Education Service, Pakistan