1 2 3 * criteria measured by Performing Minimum USC Teaching Performing at Minimum USC Performing at Proficient Level of Performing at Excellence Level each dimension are Policy Standard Teaching Policy Standard Teaching Standard at USC of Teaching Standard at USC noted. Instructional plan Instructor changes the established The class session The class session includes The class session includes class session plan without prior demonstrates clear signs of instruction and formative instruction, formative 5a, 5b* notification to students. planning and organization, assessment to assess assessment, and reflection and follows a logical flow. student learning for that components. class session. Communication of Instructor communicates no Instructor clearly identifies Instructor clearly connects Instructor clearly identifies learning goals for the class session realistic learning goals for the learning goals for the the learning goals for each clear learning goals and/or each lesson activity. the class session. class session to the course instructional activity, and for the class session learning objectives. connects them to the Instructor communicates 6a* course learning objectives. inappropriate or unrealistic learning goals for the class session and/or each lesson activity. Time management Room and/or technology issues The class session starts and Instructor utilizes and Instructor maximizes occur during class that could have ends on time. references educational time, using active 5c, 5d* been addressed before the start of technology for passive learning or applications Planned sections of the class. learning activities outside of rather than passive class session are class to support effective learning. use of in-class time. Instructor clearly indicates Little or no time spent on time limits for all student non-instructional activities. activities. Instructor prepares the room and relevant technology before the start of class. Comments: Classroom climate Instructor raises students’ stress or Instructor consistently uses Instructor has established Instructor uses practices
1 2 3 * criteria measured by each dimension are noted. Performing Minimum USC Teaching Policy Standard Performing at Minimum USC Teaching Policy Standard Performing at Proficient Level of Teaching Standard at USC Performing at Excellence Level of Teaching Standard at USC Instructional plan 5a, 5b* Instructor changes the established class session plan without prior notification to students. The class session demonstrates clear signs of planning and organization, and follows a logical flow. The class session includes instruction and formative assessment to assess student learning for that class session. The class session includes instruction, formative assessment, and reflection components. Communication of clear learning goals for the class session 6a* Instructor communicates no learning goals for the class session and/or each lesson activity. Instructor communicates inappropriate or unrealistic learning goals for the class session and/or each lesson activity. Instructor clearly identifies realistic learning goals for the class session. Instructor clearly connects the learning goals for the class session to the course learning objectives. Instructor clearly identifies the learning goals for each instructional activity, and connects them to the course learning objectives. Time management 5c, 5d* Room and/or technology issues occur during class that could have been addressed before the start of class. The class session starts and ends on time. Planned sections of the class session are Little or no time spent on non-instructional activities. Instructor prepares the room and relevant technology before the start of class. Instructor utilizes and references educational technology for passive learning activities outside of class to support effective use of in-class time. Instructor maximizes time, using active learning or applications rather than passive learning. Instructor clearly indicates time limits for all student activities. Comments: Classroom climate Instructor raises students’ stress or Instructor consistently uses Instructor has established Instructor uses practices
CET-Classroom-Teaching-Observation-Checklist.docx