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THREE MINUTE WALK THROUGH CHEKCLIST

(created by the Curriculum Department of Roosevelt Union Free School District, Roosevelt, NY)
Teacher: _________________________ Subject/Grade: _________________________Date: Period/Time: ________
Number of Students:________________ Purpose: _________________________________________________________
The three-minute walkthrough is a tool used for guiding teachers toward a continuous improvement. The walkthrough is a brief, focused
classroom visit. This form should be used for reflection on instructional practices and as well as a guide towards self-initiated
professional development. The role of the observer is to assume the role of coach as opposed to judge, leading teachers to reflective
practices and to dialogue focused on curriculum and instruction. Below are the following practices observed in your classroom today:
PHYSICAL SETTING:
ACTIVITIES IN PROGRESS:
Yes No
Yes No
Student work displayed
Lecture
Print rich environment and Instructional posters on walls
Teacher Demonstration
Availability of manipulatives
Teacher/Student Discussion
Furniture allows for grouping
Student/Student Discussion
Adequate space for activities
Cooperative group activity
Classroom organized in a manner conducive for success
Student using technology
Technology readily available
Silent Reading
Room clean and neat
Independent Seat work
CURRICULUM:
LESSON PLAN DEVELOPMENT:
Yes No
Yes No
Curriculum standards and performance indicators are
Aim/Objective stated on the Board
evident (clearly articulated and stated on the Board)
Addresses goals/objective of lesson
Curriculum Alignment Evident (i.e., C-I-A)
Provides vocabulary relevant to lesson
Builds upon student academic background
Materials/resources support lesson
Links to life, career, and continuing education
Evaluates/assesses learning acquisitions
Aligns to curriculum and learning standards
Evidence of homework assignment/review
INSTRUCTION:
ASSESSMENT:
Yes No
Yes No
Delivery engages all students
Expectations clearly communicated
Communicates WHAT is being taught
Use of rubrics
Communicates WHY concepts are being taught
Use of higher level questioning
Clear use of vocabulary terms relevant to lesson
Student self reflection practices
Reviews previously taught skills and concepts
Multiple assessments
Evidence of differentiating instruction
Open response questions with scoring guide
Aligns with curriculum and learning standards
Alignment to curriculum
ORGANIZATION:
CULTURE:
Yes No
Yes No
Instructional time is maximized
Maintains high expectations for all students
Few interruptions
Teacher exhibits positive attitude toward students
Student time on task maximized
Students exhibit a sense of comfort/belonging
TEACHER LEADERSHIP:
PROFESSIONAL DEVELOPMENT:
Yes No
Yes No
Vision and Mission for student learning clear and posted
Demonstrates use of researched based strategies
Classroom management orderly/well managed
Demonstrates use of best practices
Serves as a role model
Demonstrates an understanding of pedagogy
Professional language, diction, and enunciation
Professional development embedded into classroom
Professional and appropriate attire
instruction
SUPPLEMENT SUPPORT:
Volunteer(s) in class
SUGGESTIONS

Student Teacher

Special Education Teacher

Teacher Assistant

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