The Virginia Teacher Feedback and Guidance Project
This website contains a set of tools to be used by instructional leaders
-- regional specialists, program directors, lead teachers -- for a process
of teacher observation and feedback for professional development. The
process is designed to help the observer better understand the teacher's
classroom practice and to give the teacher objective input and the
opportunity to examine and improve particular aspects of her/his practice.
Interested in the project? Read
Tools to use in the observation process:
- Indicators of Good
Teaching in Adult Education was developed by an advisory group of
practitioners based on adult education research.
- Letter to the Teacher is
used to set up the observation.
- The Request for Background
Information is used to collect information about the particular class
that will be observed and to get teacher's goals for the observation.
- Direct Notes for
Classroom Observation is a form used to take notes during the
observation. Some observers prefer to use blank paper, but will need to
include the types of information (including terms) that are on the
- The Teaching Analysis Form
is used by the observer to document and analyze the observation. This is
the form that is shared with the teacher. The observer uses it to note
what was observed about the various teaching indicators and to make
suggestions for possible changes. This is not meant to be an exhaustive
analysis focusing in detail on every observation of every indicator.
Rather, the observer should be guided by his/her priorities in regard to
what is most important and by the teacher's goals for the observation.
- The Post-Observation Teacher
Follow-up Plan is to be used by the teacher to document decisions made
based on the observation.
Guides for the Observer
* Saphier, Jon. (1993). How to make supervision and evaluation
really work. Acton, MA: Research for Better Teaching, Inc.