CITL Classroom Observations


Preparing for Classroom Observations

Classroom observations are an effective way to gather and share useful information about your teaching. Private consultations with CITL staff can help identify areas where you excel and pinpoint areas where you can improve. CITL uses a variety of tools tailored to your specific needs to collect information, organize the observation process, and provide documentation for constructive feedback. 

Classroom Observation Forms

All CITL classroom observations utilize a set of streamlined forms to ensure that every observation experience is consistent, fair, and useful. Want to know what to expect? Take a look at the forms we use to familiarize yourself with the process.

Pre-Observation Meeting Form

Please take a moment to reflect on the following questions before our meeting.

  1. What is the main content or purpose of the lesson you will be teaching?
  2. How does this lesson connect to the overall structure or goals of the course?
  3. Please be ready to share the following for this lesson:
  1. Learning Outcomes
  1. Assessment Method
  1. Instructional Strategy
   
   
   
  1. What have students done to prepare for this class?
     
  2. Are there any moments in the lesson where you anticipate students might struggle or where you feel less confident? 
     
  3. What specific aspects of your class do you want the observer to focus on (e.g., teaching approach, student engagement, use of materials)?
     
  4. What feedback have you received from students, and how has it influenced your teaching?
     
  5. Is there anything else the observer should know to better understand your class before the observation?
     
  6. Please confirm the time and place of the class and where you prefer the observer to sit.

Download the observation form below: 

Observation Protocol
Lesson design and implementationEvidence/ObservationsComments
  • The lesson is clearly structured to support stated learning objectives.
  
  • The lesson design builds on students’ prior knowledge or experience.
  • Students explore ideas before formal explanations are introduced.
  • The lesson includes opportunities for students to apply or explore ideas.
  • The lesson encourages multiple ways of thinking or solving problems
Engagement with ContentEvidence/ObservationsComments
  • The content addresses key disciplinary concepts and encourages connections across topics.
  
  • Students are asked to reflect on or explain their thinking.
  • The lesson includes opportunities for students to engage in analysis, critique, or synthesis.
  • Abstract or theoretical ideas are made accessible through examples, visuals, or real-life scenarios.
  • Real-world  or interdisciplinary connections are included when relevant.

Additional Notes

 
Learning EnvironmentEvidence/ObservationsComments
Students are encouraged to share ideas and ask questions.  
The instructor responds to student input in ways that deepen the discussion.
Peer-to-peer interaction is encouraged and supported.
The instructor uses language and behaviors that demonstrate respect for students and welcome diverse perspectives.
The instructor’s presence supports student learning and does not dominate the discussion.

Additional Notes


 

 Download the observation form below:

Observation Protocol Behavior Chart

Lesson design and implementation

Proficient

Advanced

  • The lesson is clearly structured to support stated learning objectives.
  • The instructor communicates clear goals and expectations; students understand what they are learning.
  • Students can articulate how the lesson fits into broader learning goals; The instructor uses imaginative explanations and analogies.
  • The lesson design builds on students’ prior knowledge or experience.
  • The instructor references prior content and connects it to the current lesson.
  • Students initiate connections to prior learning; The instructor adapts based on students’ backgrounds.
  • Students explore ideas before formal explanations are introduced.
  • The instructor uses open-ended questions and wait-time.
  • Students initiate inquiry and propose hypotheses before instruction begins.
  • The lesson includes opportunities for students to apply or explore ideas.
  • Students engage in tasks requiring explanation and analysis.
  • Students adapt tasks to make them more meaningful or relevant.
  • The lesson encourages multiple ways of thinking or solving problems
  • The instructor invites multiple approaches and justifications.
  • Students challenge each other’s thinking and suggest alternative strategies.

Engagement with Content

Proficient

Advanced

  • The content addresses key disciplinary concepts and encourages connections across topics.
  • The instructor uses clear explanations and examples.
  • Students extend content through interdisciplinary or real-world applications.
  • Students are asked to reflect on or explain their thinking.
  • Students are invited to justify reasoning.
  • Students initiate reflection and critique each other’s ideas.
  • The lesson includes opportunities for students to engage in analysis, critique, or synthesis.
  • Tasks require higher-order thinking.
  • Students lead discussions and deepen analysis collaboratively.
  • Abstract or theoretical ideas are made accessible through examples, visuals, or real-life scenarios.
  • The instructor uses visuals, examples, and analogies.
  • Students use metaphors and analogies to explain content to peers.
  • Real-world  or interdisciplinary connections are included when relevant.
  • The instructor includes relevant applications.
  • Students initiate connections to real-world contexts or other disciplines.

 Download the observation form below:

Asynchronous Online Observation Form

Virtual course space to be observed which makes up an instructional segment that the instructor is responsible for creating (e.g., LMS/Apps video lectures, text, activities, discussion boards, instructor feedback (automated or individualized)).

Instructor’s goals for the class being observed:

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  •  
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The instructor asks the observer to pay special attention to:

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Characteristics of Teaching Excellence

Lecture Time / Virtual Space

Descriptive Notes 

Notes or Questions

Design

- Learning objectives are clear,  

  measurable, and aligned with 

  assessment

- Content is organized logically and 

   at appropriate student level

- Students have choice in how they 

  will access content - visual, 

  auditory, and motor control (UDL)

Delivery

- Content is communicated clearly

   and personal directed 

- Active learning is used and 

  aligned with learning objectives 

- Technology supports instruction

- Multiple engagement strategies

  are used (UDL)

- Student interactions are 

   monitored and facilitated

- Students are asked to reflect on 

  their learning

- Timely feedback is provided  

   for student work / assessment

Inclusiveness

- Safe and welcoming 

  environment is promoted

- Students have choice in how 

  they demonstrate learning (UDL)

- Every student’s presence and 

  participation is valued

- Content is culturally / 

  demographically diverse

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

Characteristics of Teaching Excellence

Time

Descriptive Notes 

Notes or Questions

Design

- Learning objectives are clear, 

   measurable, and aligned with 

   assessment

- Content is organized logically and 

    at appropriate student level

- Students have choice in how they 

   will access content - visual, 

   auditory, and motor control (UDL)

Delivery

- Content is communicated clearly

    and personal directed 

- Active learning is used and 

   aligned with learning objectives 

- Technology supports instruction

- Multiple engagement strategies

   are used (UDL)

- Student interactions are 

    monitored and facilitated

- Students are asked to reflect on 

   their learning

- Timely feedback is provided   

    for student work / assessment

Inclusiveness

- Safe and welcoming 

   environment is promoted

- Students have choice in how 

   they demonstrate learning (UDL)

- Every student’s presence and 

   participation is valued

- Content is culturally / 

   demographically diverse

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

Download the observation form below:

Post Observation Meeting Form

These questions are designed to support your reflection after a class session and guide a constructive conversation with your observer.

  1. What are some things that went smoothly or worked well during the class? What made you feel that way?
  2. Were there any moments that did not go as you expected? What lead you to that conclusion?
  3. Were your students able to achieve the learning outcomes you set for this class? What did you see?
  4. Is there anything you want to try differently next time? Why do you think so?
  5. After reviewing the observation summary, what feels worth discussing further with your observer?

Download the observation form below:

Different Tools for Different Purposes

Departments often have different interests related to classroom observations and the types of data they are looking for. CITL offers a flexible approach to conducting classroom observations, and we can tailor your experience accordingly. Observation tools usually fall into one of the following categories: Rubrics, Checklists, Open-Ended Reflection, and Behavioral Frequency. Examples of these are offered below, and customized experiences that combine different methods are also possible. Let’s talk about what works for you!

Rubrics

Rubrics are an important tool in the classroom observation process and can help ensure that observation data are collected consistently and fairly based on the expectations to be met. 

One example is the Research-informed Peer Observation Protocol a tool that integrates elements from the Research on Teaching and Learning Protocol (RTOP) and the Campus-Wide Definition of Teaching Excellence at the University of Illinois Urbana-Champaign. This rubric collects structured data on lesson design, student engagement, and inclusive, ethical teaching practices. Observers begin with narrative logs and synthesize their observations into a constructive feedback summary.

Another rubric is the University of Kansas Benchmarks for Teaching Effectiveness. This structured tool uses defined criteria to assess areas such as course alignment, student engagement, and inclusive learning environments. It can also support instructor self-reflection.

Checklists

Checklists offer the most streamlined approach to collecting classroom observation data and can be used to collect formative data between observations or summative data on teaching practices. 

One popular checklist is the CATE Inclusive Teaching Toolkit, from the University of Illinois at Chicago, which highlights specific teaching strategies including inclusive practices, community-building, and culturally responsive instruction. 

Another checklist designed for synchronous online teaching is the CET Synchronous Online Teaching Observation Checklist, from the University of Southern California, which provides performance descriptions for three progressive tiers of online instructional practices.

Open-Ended Reflection

Open-Ended Reflections are a popular alternative for collecting classroom observation experiences because they help define aspects of reflective practice that are often elusive. The following open-ended tools offer valuable insights and can be used as a companion to other tools in the classroom observation repertoire. 

The Peer Observation of Teaching Guide, from UCLA, invites observers to reflect on themes like student engagement and class organization. A companion note-taking format also allows observers to record classroom activity in short time intervals to support narrative feedback.

The Asynchronous Teaching Observation Protocol, from Georgia Tech, is designed exclusively for asynchronous online observations, and offers a peer observation model where instructors guide observers through their course and select 2–3 feedback areas. Emphasizes informal dialogue, course design, and facilitation practices.

The Asynchronous Online Observation Form was developed by Dr. David Favre from the Center for Innovation in Teaching & Learning. This tool is informed by the Community of Inquiry framework and University of Illinois Teaching Excellence Standards. It supports reflective peer observation of asynchronous courses through descriptive notes and instructor-defined goals.

Behavioral Frequency

Sometimes the goal of a classroom observation is to record detailed and specific behaviors that are happening between instructors and students. The Classroom Observation Protocol for Undergraduate STEM (COPUS), from The University of British Columbia, offers a real-time tracking tool for recording the exact behaviors that instructors and students are doing during class, such as lecturing, problem-solving, or asking and answering questions. Originally designed for STEM, this behavioral frequency tool is easily adaptable to other disciplines.

 

Faulty and instructors who want to learn more about peer observation training, or who wish to schedule a classroom observation with CITL staff are encouraged to contact citl-info@illinois.edu.