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.
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Email *
School *
Is this a formal or informal observation? *
Name of Teacher *
Date *
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Time of Observation *
Time
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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?
What evidence do you see that demonstrates the teacher is using Trauma Informed Practices?
What evidence do you see that demonstrates the teacher has created meaningful connections with his/her students?
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?
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.
Clear selection
The teacher and/or students posted, referred to, and used Essential Question and/or Learning Targets during this observation.
Clear selection
The teacher clearly defined what success looked like during this observation.
Clear selection
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.
Clear selection
The instruction observed was engaging to the students.
Clear selection
What instructional elements did you observe? (check all that apply)
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.
Clear selection
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.
Clear selection
Thank you for the privilege of visiting your classroom.  Please see below for Next Steps: *
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A copy of your responses will be emailed to the address you provided.
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