Classroom visits are one of a school leader's most important tools for supporting teachers and improving learning, but they lose their value when they become a form that is filled in and filed away. The difference between a useful visit and a formality is a clear form, a good process and what happens afterwards. This guide helps you build a practical observation form and run it all year.
The core elements of an observation form
A good form starts with fixed details: teacher, subject, class, date, visit type (announced or unannounced) and purpose. Then come the criteria; most forms include areas such as:
- Planning: clear lesson objectives linked to the curriculum and the students' level.
- Opening and presentation: engaging students, sequencing content and clear explanation.
- Teaching strategies: varied methods, student participation and active learning.
- Classroom management: use of time, discipline and a supportive environment.
- Assessment: questions that check understanding and feedback to students.
- Differentiation: support for students who struggle and extension for the strongest.
- Closing: summarising learning and linking it to homework or the next lesson.
Give each criterion a clear scale, such as 1 to 4, with a short description of each level so every observer rates the same way.
Before the visit
Set a precise purpose, such as "following the use of active-learning strategies", and pick the lesson from the teacher's actual timetable. For an announced visit, read the lesson plan first. For an unannounced one, make sure the aim is development, not fault-finding.
During the visit
Write short notes tied to each criterion instead of a general impression, and record specific examples: a question the teacher asked or an activity students joined. Photos and short audio clips are useful evidence, with students' privacy respected.
After the visit: the most important part
Meet the teacher as soon as possible, start with strengths, then one or two points to develop, and agree on a specific action and a follow-up date. Let the teacher comment on the visit; it builds trust. Then link visit results to the professional growth plan, so the weakest areas lead to training or peer visits.
How many visits, and how to keep them fair
The number depends on school policy, but the key rule is balance: at least one visit per teacher each term, and more for new teachers or those who need support. Rotate observers so no single impression dominates, use the same form for everyone and review each observer's average ratings from time to time.
From paper to one system
Paper forms get lost and do not show a teacher's growth from one visit to the next. In a system like Classti, classroom visits are scheduled from the teacher's timetable, criteria are rated with photo and audio evidence, the visit is sent to the teacher to view and comment on, a growth plan is built from the weakest areas, and the visit counts as evidence in the accreditation portfolio. Book a demo to see it on your school.