After the inter-visitation, teachers sort their low-inference notes into the quadrants of the Reflecting on Student Learning Outcomes document. This sample from the video shows how one teacher organized her notes to support her in discussing the practice observed and giving actionable feedback aligned to the Danielson Framework for Teaching.

After an observation, observers may review their gathered evidence (including observation notes and any samples of student work) and complete this graphic organizer with evidence of student learning outcomes. Using the “Reflecting on Student Learning Outcomes at the Lesson Level” tool is one strategy to ensure participants are recording evidence of student learning. Observers have found that doing this prior to rating the practice with the Framework for Teaching helps ensure that they’re considering not just what the teacher did, but also the student learning that occurred.

This document contains examples of questions that an observer might ask a teacher and students before, during, and after an observation in order to elicit evidence of student learning.

This document outlines best practices for capturing evidence by taking low-inference notes on teacher and student actions during an observation. 

This form can be used by classroom observers to capture low-inference evidence of teacher practice and student actions in a lesson. Best practices for low-inference note taking may be found on pages 32 - 34 of The Power of Feedback: Supporting Teacher Development.