CLASSROOM WALKTHROUGH CHECKLISTS SAMPLE

Development Process
1. Identify:
Purpose & Focus Area(s)
Users and Impacted Groups
Example #1:
Purpose & Focus Area To monitor the implementation of a district adopted program
Users Site administrators; Impacted Group all teachers
Example #2
Purpose & Focus Area To assess the level of differentiation in classroom teaching and learning.
Users site administrators and leadership team; Impacted Group all teachers
Example #3
Purpose & Focus Area To provide peer support to PD participants to implement the learned
strategies
Users & Impacted Group Teachers who participate in the PD
2. Form a Task Force Group with representation from:
District and site administrators
Representatives from users and impacted groups
3. Task Force Group:
Checklist Development:
Identify a list of specific evidence when the focus area is fully implemented with quality.
Evidence may be grouped into major categories, such as What does the teacher do?, What does
the student do?, What does student work look like?
Choose a format based on the type and amount of written information to be included on the
checklist.
Implementation & Monitoring Plan:
Identify the details how the checklist will be used, including timeline, frequency, roles and
responsibilities, process and procedures.
Identify how the data collected from the Walkthrough Checklist will be used.
Identify how progress will be monitored and how all concerned parties will be held accountable for
an effective implementation.
Identify how support will be provided to address the identified needs.
Communication & Collaboration
Share draft checklist and implementation plan with all users and impacted groups to solicit input.
Make necessary revisions/refinement based on input received.
Share final checklist and implement with all concerned parties.
4. Implementation Monitoring & Refinement
Continue to monitor implementation progress and make necessary refinements/revisions based on
progress data.
 CLASSROOM WALKTHROUGH SAMPLE
Checklist Development
Purpose & Focus Area(s)

Users Impacted Group(s)

How Checklist will be Used:

(Specify timeline, frequency, roles and responsibilities, process and procedures.)

How Data collected will be used:

Measures and Process to Monitor Progress and hold Supports to address identified needs:
everyone accountable.

Quality Evidence
What does the teacher do? What does the student do? What does student work look
like?

Format:

Other information to be included on checklist:

Teacher/Grade/Subject: __________________________________ LEGEND
Date/Start Time/End Time: _______________________________ CLASSROOM WALKTHROUGH CHECKLIST Evidence NE NO Evidence NA Not Applicable

Focus on LEARNERS & RELEVANCE Focus on INSTRUCTION & RIGOR Focus on ENVIRONMENT & CULTURE
Student Engagement Standards-Based Learning Objectives (posted/written) Classroom Appearance
Organized, neat & uncluttered
Authentically On Task Evidence of Lesson Plan Learning goals/data is displayed
Standards-based student work is displayed
Passive/Compliant Fidelity of Core Programs (effective use of core program components/materials to provide quality standards-based lessons) Other visuals support learning

Disengaged/Disruptive Instructional Practices & Strategies Classroom Management

Differentiation Research-based Strategies Safe & orderly environment
Content Cooperative learning Routines & procedures are evident
Evidence that students understand behavioral
Learning Process Vocabulary instruction (six-step model)
Whole Class expectations
Student Product Think-pair-share
Asking & responding to questions Evidence that students share responsibility for
Skill Development Reciprocal teaching
Listening & note taking effective operations
Support SDAIE strategies
Participating in discussion Positive behavior is reinforced
Learning Time Frontloading strategies
Participating in guided practice Negative behavior is addressed through re-
Flexible, fluid groupings Thinking Maps directing
Write from the Beginning Teacher circulates throughout the classroom
Small Group or Paired
Lesson Design Teach for Success techniques Teacher manages/monitors many activities
Students have defined responsibilities GLAD (Guided Language Acquisition Design)
Alternating whole & small group activity simultaneously
Students encourage one another strategies
Efficient transitions Teacher manages proactively & calmly
Collaboratively producing a product Cornell note-taking strategies
Equitable student participation Teacher displays energy & enthusiasm
Collaboratively problem-solving
Participating in discussion Time is used effectively & efficiently
Direct Instruction Embedded Literacy
Presenting Writing across the curriculum
Modeling Classroom Culture
Think-alouds Reading in content areas Respectful, positive student-teacher relationships
Individual Evidence of writing process
Re-teaching are evident
Independently producing a product
I do, we do, you do Students demonstrate mutual respect
Independently solving a problem Instructional Materials/Technology
Mini-lessons/focus lessons (5-7 mins) Students are comfortable sharing ideas,
Independent practice/application Manipulatives/hands-on materials used
Scaffolding questions, concerns, or needs
Presenting Technology resources from adopted programs
Guided practice Evidence of celebrating student success
Silent reading used
Lecture/Presentation Evidence of developing leadership skills (e.g.,
Writing activities Other technology resources used by teacher to using Leader in Me components)
Visual Aids
Researching information enhance teaching and learning
Classroom Discussion Technology equipment used by teacher to
enhance lesson delivery (e.g., computer,
Student-lead discussion/presentation
document camera, projector, audio,
Teacher-directed Q & A
Level(s) of Student Work smartboard)
Remembering Technology used by students to master grade-
Check for Learning/Understanding level content standards (e.g., computer, online
Understanding
Verbal questioning resources, podcasting)
Applying
Monitoring student practice
Analyzing Total Group Response (e.g., white boards,
Evaluating show of hands, choral response)
Creating Writing to learn activity
Formative Assessments (e.g., quizzes
oral/written)
Notes: Notes: Notes:

SAMPLE
Teacher/Grade/Subject: __________________________________ LEGEND
Date/Start Time/End Time: _______________________________ CLASSROOM WALKTHROUGH CHECKLIST Evidence NE NO Evidence NA Not Applicable

Focus on LEARNERS & RELEVANCE Focus on ENVIRONMENT & CULTURE

QUALITY EVIDENCE OBSERVATIONS FOLLOW-UP QUALITY EVIDENCE OBSERVATIONS FOLLOW-UP
Student Engagement FOCUS Classroom Appearance FOCUS
Organized, neat & uncluttered
Authentically On Task Learning goals/data is displayed
Standards-based student work is
Passive/Compliant displayed
Other visuals support learning
Disengaged/Disruptive
GUIDING Classroom Management GUIDING
QUESTIONS Safe & orderly environment QUESTIONS
Routines & procedures are evident
Whole Class Evidence that students understand
Asking & responding to questions behavioral expectations
Listening & note taking Evidence that students share
Participating in discussion responsibility for effective operations
Participating in guided practice Positive behavior is reinforced
Negative behavior is addressed through
Small Group or Paired re-directing
Students have defined responsibilities Teacher circulates throughout the
classroom
Students encourage one another
Teacher manages/monitors many
Collaboratively producing a product
activities simultaneously
Collaboratively problem-solving
Teacher manages proactively & calmly
Participating in discussion
Teacher displays energy & enthusiasm
Presenting
Time is used effectively & efficiently
Individual
Classroom Culture
Independently producing a product
Respectful, positive student-teacher
Independently solving a problem
relationships are evident
Independent practice/application
Students demonstrate mutual respect
Presenting
Students are comfortable sharing ideas,
Silent reading questions, concerns, or needs
Writing activities Evidence of celebrating student success
Researching information Evidence of developing leadership skills
(e.g., using Leader in Me components)

Level(s) of Student Work

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating SAMPLE
Teacher/Grade/Subject: __________________________________ LEGEND
Date/Start Time/End Time: _______________________________ CLASSROOM WALKTHROUGH CHECKLIST Evidence NE NO Evidence NA Not Applicable

Focus on INSTRUCTION & RIGOR

Standards-Based Learning Objectives (posted/written)

Evidence of Lesson Plan

Fidelity of Core Programs (effective use of core program components/materials to provide quality standards-based lessons)
QUALITY EVIDENCE OBSERVATIONS FOLLOW-UP QUALITY EVIDENCE OBSERVATIONS FOLLOW-UP
Differentiation FOCUS Research-based Strategies FOCUS
Content Cooperative learning
Learning Process Vocabulary instruction (six-step model)
Student Product Think-pair-share
Skill Development Reciprocal teaching
Support SDAIE strategies
Learning Time Frontloading strategies
Flexible, fluid groupings GUIDING Thinking Maps GUIDING
QUESTIONS Write from the Beginning QUESTIONS
Lesson Design Teach for Success techniques
Alternating whole & small group activity GLAD (Guided Language Acquisition
Efficient transitions Design) strategies
Equitable student participation Cornell note-taking strategies

Direct Instruction Embedded Literacy

Modeling Writing across the curriculum
Think-alouds Reading in content areas
Re-teaching Evidence of writing process
I do, we do, you do
Mini-lessons/focus lessons (5-7 mins) Instructional Materials/Technology
Scaffolding Manipulatives/hands-on materials used
Guided practice Technology resources from adopted
Lecture/Presentation programs used
Visual Aids Other technology resources used by
teacher to enhance teaching and learning
Classroom Discussion Technology equipment used by teacher to
Student-lead discussion/presentation enhance lesson delivery (e.g., computer,
document camera, projector, audio,
Teacher-directed Q & A
smartboard)
Technology used by students to master
Check for Learning/Understanding
grade-level content standards (e.g.,
Verbal questioning computer, online resources, podcasting)
Monitoring student practice
Total Group Response (e.g., white
boards, show of hands, choral
response)
Writing to learn activity
Formative Assessments (e.g., quizzes SAMPLE
oral/written)
Teacher/Grade/Subject: LEGEND
___________________________ CLASSROOM WALKTHROUGH CHECKLIST Evidence
Date/Start Time/End Time: NE NO Evidence
___________________________ NA Not Applicable
____

Focus on LEARNERS & RELEVANCE

QUALITY EVIDENCE OBSERVATIONS FOLLOW-UP

Student Engagement FOCUS

Authentically On Task

Passive/Compliant

Disengaged/Disruptive

Whole Class
Asking & responding to questions
Listening & note taking GUIDING QUESTIONS
Participating in discussion
Participating in guided practice

Small Group or Paired

Students have defined
responsibilities
Students encourage one another
Collaboratively producing a product
Collaboratively problem-solving
Participating in discussion
Presenting

Individual
Independently producing a product
Independently solving a problem
Independent practice/application
Presenting
Silent reading
Writing activities
Researching information

Level(s) of Student Work

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

Strengths

SAMPLE
Areas of Need
Teacher/Grade/Subject: LEGEND
___________________________ CLASSROOM WALKTHROUGH CHECKLIST Evidence
Date/Start Time/End Time: NE NO Evidence
___________________________ NA Not Applicable
____
Focus on INSTRUCTION & RIGOR
QUALITY EVIDENCE OBSERVATIONS FOLLOW-UP
Standards-Based Learning Objectives (posted/written) FOCUS
Evidence of Lesson Plan
Fidelity of Core Programs
Differentiation
Content
Learning Process
Student Product
Skill Development
Support
Learning Time
Flexible, fluid groupings
Lesson Design GUIDING QUESTIONS
Alternating whole & small group activity
Efficient transitions
Equitable student participation
Direct Instruction
Modeling
Think-alouds
Re-teaching
I do, we do, you do
Mini-lessons/focus lessons (5-7 mins)
Scaffolding
Guided practice
Lecture/Presentation
Visual Aids
Classroom Discussion
Student-lead discussion/presentation
Teacher-directed Q & A
Check for Learning/Understanding
Verbal questioning
Monitoring student practice
Total Group Response (e.g., white boards, show of hands, choral
response)
Writing to learn activity
Formative Assessments (e.g., quizzes oral/written)
Research-based Strategies
Cooperative learning
Vocabulary instruction (six-step model)
Think-pair-share
Reciprocal teaching
SDAIE strategies
Frontloading strategies
Thinking Maps
Write from the Beginning
Teach for Success techniques
GLAD (Guided Language Acquisition Design) strategies
Cornell note-taking strategies
Embedded Literacy
Writing across the curriculum
Reading in content areas
Evidence of writing process
Instructional Materials/Technology
Manipulatives/hands-on materials used
Technology resources from adopted programs used
Other technology resources used by teacher to enhance teaching and
learning
Technology equipment used by teacher to enhance lesson delivery
(e.g., computer, document camera, projector, audio, smartboard)
Technology used by students to master grade-level content standards
(e.g., computer, online resources, podcasting)
Strengths SAMPLE
Areas of Need
Teacher/Grade/Subject: LEGEND
___________________________ CLASSROOM WALKTHROUGH CHECKLIST Evidence
Date/Start Time/End Time: NE NO Evidence
___________________________ NA Not Applicable
____
Focus on ENVIRONMENT & CULTURE

QUALITY EVIDENCE OBSERVATIONS FOLLOW-UP

Classroom Appearance FOCUS
Organized, neat & uncluttered
Learning goals/data is displayed
Standards-based student work is
displayed
Other visuals support learning

Classroom Management
Safe & orderly environment
Routines & procedures are evident GUIDING QUESTIONS
Evidence that students understand
behavioral expectations
Evidence that students share
responsibility for effective operations
Positive behavior is reinforced
Negative behavior is addressed
through re-directing
Teacher circulates throughout the
classroom
Teacher manages/monitors many
activities simultaneously
Teacher manages proactively & calmly
Teacher displays energy & enthusiasm
Time is used effectively & efficiently

Classroom Culture
Respectful, positive student-teacher
relationships are evident
Students demonstrate mutual respect
Students are comfortable sharing
ideas, questions, concerns, or needs
Evidence of celebrating student
success
Evidence of developing leadership skills
(e.g., using Leader in Me components)

Strengths

Areas of Need
SAMPLE
 Teacher/Grade/Subject: LEGEND
________________________________________________ CLASSROOM WALKTHROUGH CHECKLIST Evidence
Date/Start Time/End Time: NE NO Evidence
________________________________________________ NA Not Applicable

Focus on INSTRUCTION & RIGOR

LEVEL(S) OF STUDENT WORK

QUALITY EVIDENCE OBSERVATIONS FOLLOW-UP

FOCUS
Remembering
Understanding
Applying
Analyzing
Evaluating
GUIDING QUESTIONS
Creating

Strengths

Areas of Need

SAMPLE
 Teacher/Grade/Subject: LEGEND
________________________________________________ CLASSROOM WALKTHROUGH CHECKLIST Evidence
Date/Start Time/End Time: NE NO Evidence
________________________________________________ NA Not Applicable

Focus on INSTRUCTION & RIGOR

DIFFERENTIATION

QUALITY EVIDENCE OBSERVATIONS FOLLOW-UP

FOCUS
Content
Learning Process
Student Product
Skill Development
Support
GUIDING QUESTIONS
Learning Time
Flexible, fluid groupings

Strengths

Areas of Need

SAMPLE
 Teacher/Grade/Subject: LEGEND
________________________________________________ CLASSROOM WALKTHROUGH CHECKLIST Evidence
Date/Start Time/End Time: NE NO Evidence
________________________________________________ NA Not Applicable

Focus on ENVIRONMENT & CULTURE

CLASSROOM CULTURE

QUALITY EVIDENCE OBSERVATIONS FOLLOW-UP

FOCUS
Respectful, positive
student-teacher
relationships are evident
Students demonstrate
mutual respect
Students are comfortable GUIDING QUESTIONS
sharing ideas, questions,
concerns, or needs
Evidence of celebrating
student success
Evidence of developing
leadership skills (e.g., using
Leader in Me components)

Strengths

Areas of Need

SAMPLE
 CLASSROOM WALKTHROUGH CHECKLISTS SAMPLE
Development Process
5. Identify:
Purpose & Focus Area(s)
Users and Impacted Groups
Example #1:
Purpose & Focus Area To monitor the implementation of a district adopted program
Users Site administrators; Impacted Group all teachers
Example #2
Purpose & Focus Area To assess the level of differentiation in classroom teaching and
learning.
Users site administrators and leadership team; Impacted Group all teachers
Example #3
Purpose & Focus Area To provide peer support to PD participants to implement the
learned strategies
Users & Impacted Group Teachers who participate in the PD
6. Form a Task Force Group with representation from:
District and site administrators
Representatives from users and impacted groups
7. Task Force Group:
Checklist Development:
Identify a list of specific evidence when the focus area is fully implemented with quality.
Evidence may be grouped into major categories, such as What does the teacher do?,
What does the student do?, What does student work look like?
Choose a format based on the type and amount of written information to be included on
the checklist.
Implementation & Monitoring Plan:
Identify the details how the checklist will be used, including timeline, frequency, roles and
responsibilities, process and procedures.
Identify how the data collected from the Walkthrough Checklist will be used.
Identify how progress will be monitored and how all concerned parties will be held
accountable for an effective implementation.
Identify how support will be provided to address the identified needs.
Communication & Collaboration
Share draft checklist and implementation plan with all users and impacted groups to solicit
input.
Make necessary revisions/refinement based on input received.
Share final checklist and implement with all concerned parties.
8. Implementation Monitoring & Refinement
Continue to monitor implementation progress and make necessary refinements/revisions
based on progress data.
 CLASSROOM WALKTHROUGH SAMPLE
Checklist Development
Purpose & Focus Area(s)

Users Impacted Group(s)

How Checklist will be Used:

(Specify timeline, frequency, roles and responsibilities, process and procedures.)

How Data collected will be used:

Measures and Process to Monitor Progress and hold Supports to address identified needs:
everyone accountable.

Quality Evidence
What does the teacher do? What does the student do? What does student work look
like?

Format:

Other information to be included on checklist: