Classroom Observation Form Template

For most childcare leaders, the day is spent putting out fires. There are staffing issues to resolve, parent concerns to address and admin work that never seems to end. A trip into the classroom to just watch and listen is easy to defer until tomorrow.

When you do make it in there, the dynamic can be off. The teacher is on edge, you feel a bit awkward and it all comes across like an uninvited test.

It doesn't need to be that way.

Shifting your observation from evaluative to formative changes everything!

‍

Why bother with observations?

If you are not in the classrooms on a regular basis, you are only leading on the word of others – the hallway gossip, the feedback from parents or your lead teachers. An observation puts you in the picture with your own eyes.

It also speaks volumes to your team. When you come in to pay attention, not to check boxes, you let them know their efforts are noticed. Over time that presence earns you trust, and trust makes the rest of your job as a leader easier.

‍

What is a formative observation?

It is a low-stakes way of being present in a room. You are not building a case or looking for something to put in a file. You are not grading anyone. Think of it as a coaching session, focused on growth, as opposed to judgement. There is no scorecard. It is for gathering facts on where a teacher might need some assistance and what is working well. That is distinct from a formal evaluation which has higher stakes and feeds into performance reviews. A formative observation, instead, is about connection.

‍

When to put this to use

We recommend using this with all staff, new or tenured, at least twice a year. For a new hire, wait until they have been with you 30 days to find their footing. If there is a staff member having a hard time, the template will give you the firsthand data you need to determine your next move, rather than relying on hearsay. For a change of classroom or a new school year, a month in is a good time to start.

Setting the stage

The success of an observation hinges on the relationship. Give some advance notice; it is a sign of respect and takes the pressure off. Even with a struggling employee, the point is to learn, not to spring a surprise on them.

Trust has to be there before you walk in the door. Teachers will only put themselves out there if they have what researchers term psychological safety – the confidence that you are on their side and they can admit when something isn’t working. Then there is the follow-up. The visit is only part of the equation; the real growth comes in the conversation after, when you share what you saw and hear them out.

Adapting to the program

You can use this in any type of program, though your focus may vary.

In infant programs, NAEYC guidance is a good reference for the rhythm of observe, reflect and act. See how the teacher is reading cues and whether the care is warm and personal.

With toddlers and preschoolers, you want to see language and play that is allowed to run its course, not be cut short. How does the teacher guide behavior and build on what the children are doing?

For school-age, look for engagement. Are the kids taking on responsibility and solving problems, or are they just following along? In a strong program, children have the room to lead.

‍

A tool for growth, not a gotcha

Make these visits part of your routine and they won’t seem like such a big event. The director who is in the trenches is better informed and more trusted.

Use this template with intention. It is a straightforward way to have the sort of honest talks that will make your teachers and your classrooms stronger.