Fillable Faculty Classroom Observation Form Online and Hybrid Courses (Central Piedmont Community College)

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Faculty Classroom Observation Form Online and Hybrid Courses (Central Piedmont Community College)

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Page 1 of 5
Revised August 2016
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
Page 2 of 5
Revised August 2016
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
Page 3 of 5
Revised August 2016
Check if
Observed
Assessment and Measurement
Types of assessments selected measure stated oblectives
Grading policy is easy to understand and demonstrates progress in course
Assessment strategy provides feedback to student
Types of assessments are suitable for distance learning environment
Self-check or practice assignments
Core competency is clearly stated
Examples of instructor actions or behaviors that demonstrate above:
Descriptor/Numeric Rating
Check if
Observed
Clarity
Notes and explains new terms or concepts
Elaborates or repeats complex information
Uses examples to explain content
Makes explicit statements drawing student attention to key ideas
Relates new ideas to familiar concepts
Learning outcomes of the course are clearly stated and understandable
Examples of instructor actions or behaviors that demonstrate above:
Descriptor/Numeric Rating
Descriptor/Numeric Rating
Check if
Observed
Content Knowledge
Makes accurate statements according to discipline standards
Incorporates current research in the field
Cites authorities to support statements
Presents divergent viewpoints
Makes distinctions between fact and opinion
Communicates the reasoning process behind operations and/or concepts
Examples of instructor actions or behaviors that demonstrate above:
Page 4 of 5
Revised August 2016
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
Descriptor/Numeric Rating
Check if
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:
Page 5 of 5
Revised August 2016
What went well in this class?
What suggestions for improvement do you have?
Follow-up:
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Faculty Classroom Observation Form Online and Hybrid Courses (Central Piedmont Community College)

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Completed 20 October 2020

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