Fidelity Observation Form
TEACHER"S NAME (LAST):
TEACHER"S NAME (FIRST):
Is this the first school year that the teacher has implemented the instructional model?
Has the observer established inter-rater reliability with someone trained in this program?
DATE OF OBSERVATION:
Date Picker Icon
NUMBER OF STUDENTS OBSERVED:
GRADE LEVEL(S) OF STUDENTS OBSERVED:
NUMBER OF LESSONS TAUGHT TO DATE THIS SCHOOL YEAR:
Read the following statements and use the rating scale below to best describe your observation of the IMPLEMENTATION of each instructional skill. The observation should last through the entire reading lesson. Space is provided at the end of this form for comments. SCALE Rating 0 = Skill not demonstrated Rating 1 = Improperly Implemented Rating 2 = Somewhat Properly Implemented Rating 3 = Appropriately Implemented Leave the rating BLANK if the skill was NOT APPLICABLE to the observation
1. Students are focused and engaged on the warm-up activity.
2. Teacher monitors warm-up activity.
3. Students complete the warm-up efficiently.
4. Correct answers for the warm-up are reviewed.
5. Teacher presents the new conceptual information.
6. Teacher provides guided practice with a small set of problems.
7. Teacher uses visual models such as the Click thru"s or interactive white board activities.
8. Teacher moves around the room checking most students and probing for understanding of the concept.
9. Teacher models the concept again if students are having problems.
10. Teacher uses “active teaching plus” by asking students to present problems on the board/overhead.
11. Teacher probes for misconceptions in the presentation and during monitoring of the problem set.
APPLICATION & PROBLEM SOLVING
12. Teacher orients students to the problem by soliciting background knowledge and explaining the rules for how the students will work on the problems.
13. Teacher monitors individual, pair or group work by listening to various student strategies, but not by solving the problem for the students.
14. Teacher comments on student task and gives feedback on group work and thinking.
15. Teacher discusses the problems with the students.
16. Teacher makes problem solving strategies explicit.
17. A range of solutions are discussed in class allowing for student “math talk.”
18. Teacher reinforces math vocabulary.
19. Teacher incorporates engagement strategies from the lesson to encourage students to talk and use math language during the lesson.
20. Lesson pacing is adequate and is controlled using instructional design (20 minutes for Number Concept and 20 minutes for Problem solving).
21. Teacher uses VPort to record assessment data.
22. Weekly quiz data is reported.
23. End-of-Unit Assessment data is reported.
24. When needed, teacher provides evidence of differentiation within lesson plans as specified by assessment data.
25. Student groups are performing at or above 80% mastery.
Please rate using the following scale: Not At All (0) Needs Improvement (1) Satisfactory (2) Outstanding (3)
The time allocated for the lesson was sufficient.
The teacher covered an appropriate amount of material for the time allocated.
The delivery of the lesson was paced to students’ needs.
TOTAL NUMBER OF BLANK RATINGS:
Should be Empty: