Use this form when you observe a lesson and want to give a teacher clear, focused feedback. It guides you to notice how instructional time is used, whether students have real chances to process ideas in ASL and English, and how the teacher and staff model language for students. It also asks how academic and social language are built and how language expectations are set and kept during the lesson. Use it to capture what you see, name specific action steps, and note the supports a teacher needs to grow.
Because of your selected audience type, you may also enjoy the following related resources.
A walkthrough checklist administrators use during class visits to capture evidence of ongoing, ASL/English accessible assessment that guides day-to-day instruction.
A checklist high school teachers use to move students toward leading their own bridging between ASL and English, judging translation accuracy, and working as independent ASL/English bilingual thinkers.
A flexible checklist administrators use for quick walkthroughs and coaching talks on ASL/English bilingual instruction, differentiation, assessment, and data use.