Observation Schedule

1. (1)-Rarely: The practice or strategy is not consistently observed or is barely present in the
classroom.
2. (2)-Occasionally: The practice or strategy is sometimes present but lacks consistency.
3. (3)-Frequently: The practice or strategy is often observed and is integrated into the classroom
environment.
4. (4)-Consistently: The practice or strategy is a regular and integral part of the classroom
routine, effectively implemented.
S.No Criteria 1 2 3 4 Note
.
1 Alignment with educational standards.
2 Clear and measurable learning outcomes.
3 Integration of interdisciplinary themes.
4 Flexibility and inclusivity in the curriculum.
5 Relevance to students’ interests and real-world
applications.
6 Use of formative assessments (quizzes, exit
tickets, questioning).
7 Frequency of assessments (ongoing checks of
student understanding).
8 Feedback mechanism (written, oral, peer/self-
assessment).
9 Use of assessment data to guide instruction
(adjustments made based on data).
10 Student reflection on learning (self-assessment,
goal setting).
11 Physical arrangement (seating, space,
accessibility).
12 Learning resources available (posters, books,
technology).
13 Classroom cleanliness and organization.
14 Display of diversity (cultural, gender, etc.).
15 Inclusivity (e.g., special needs accommodations).
16 Attention/focus (students on task).
17 Student participation in activities (group work,
class discussions).
18 Student collaboration (working with peers,
teamwork).
19 Behavior management (classroom rules followed,
disruptions).
20 Emotional climate (students’ comfort, respect).
21 Positive behaviors are consistently reinforced by
the teacher.
22 Teacher establishes effective communication and
relationships with students.
23 Teacher’s communication style (clear, respectful).
24 Teacher’s responsiveness to student
questions/needs.
25 Teacher demonstrates in-depth knowledge and
connects it to practical applications.
26 Instruction adapted to meet diverse learning needs
(e.g., visual, auditory).
27 Teacher regularly monitors and assesses students'
progress.
28 Professional development opportunities are
provided to support curriculum and instruction,
 with a focus on teachers' specific subject areas
and needs.
29 Teachers are actively engaged in professional
development sessions and find them relevant to
their teaching practice.
30 Observable changes in teaching practices are
evident as a result of professional development.
31 Teachers receive targeted professional
development related to technology integration to
enhance their instructional practices.
32 Feedback from participants is actively used to
improve future professional development
programs.
33 Variety and appropriateness of teaching methods.
34 Use of active learning (hands-on activities, group
work).
35 Techniques like discussions and interactive
activities used to engage students.
36 Lessons are clear, well-organized, and easy to
follow.
37 Differentiated instruction (adapting to diverse
needs).
38 Student-centered teaching (student input in the
learning process).
39 Technological resources (e.g., computers, digital
resources, multimedia) available and used
effectively.
40 Educational software and tools utilized effectively
for learning.
41 Students actively using technology for
collaborative projects or creating digital content.
42 Technology used to assess student progress and
provide feedback.
43 The school’s vision and goals are clearly
communicated to everyone.
44 School leadership fosters a collaborative and
supportive environment.
45 Important information is communicated
effectively to staff, students, and parents.
46 Administration supports curriculum
implementation, innovation, and student well-
being.
47 The leadership team adapts to new trends and
manages changes effectively.
Academic Excellence Strategies and Practices Observation Schedule (AESPOS)

Research Supervisor Researcher

Dr. Sunil Kumar Singh Rashmi Singh
(Professor) ICSSR Doctoral Fellow
Faculty of Education, BHU Faculty of Education,
BHU

Identification Particulars
Name of School

Address

Affiliation of board
Type of School
Medium of instruction
Date of Observation

The scale assesses the effectiveness of observed teaching practices, student engagement, the use of
resources, and the overall classroom and outside-side classroom environment. Each item or
observation criterion rates on the following scale:
1. 4 – Excellent: Fully meets or exceeds expectations.
2. 3 – Satisfactory: Meets expectations, but there is room for improvement.
3. 2 – Needs Improvement: Below expectations, requires significant improvement.
4. 1 – Unsatisfactory: Does not meet expectations.
 Academic Excellence Strategies and Practices Observation Schedule
Section A:
1. Student Enrollment Information

Last (2023-24) Current (2024-25)

Total IX-XII Total IX-XII
Total Number of
Students
Total Number of female
students
Average class size
(number of students in
each section)
Total number of
Teachers

2. Streams of Study Offered

For class IXth and Xth only

Total no of Students
Total no of teachers
Total no of female students
Average no of students per class (in case there are
more than one section)
No of students appeared in 10th class.
No of pass outs in 10th class.

For class XI and XIIth only

Total no of Students
Total no of teachers
Total no of female students
Average no of students per class (in
case there are more than one section)
No of students appeared in 12th class.
No of pass outs in 12th class.

3. Course Structure

Compulsory subjects for all Optional Subjects

IX-X
XI-XII
Science

Social Science

4. Staff Information

S.No. Particulars Details

 1. Minimum qualifications of secondary teachers.
2. No of Permanent teachers in school.
3. No of Temporary/Contractual Teachers in school

Section B: Classroom and Outside-the-Classroom Observation

Item Statements Response Related Observation

No. 1 2 3 4
Classroom Observation
1. Seating arrangement supports
collaboration and movement.
2. There is space for the teacher to circulate
and support students.
3. Accommodations for students with
disabilities ensure full participation.
4. Learning materials are accessible and used
to engage students.
5. Materials cater to different learning styles
and needs.
6. Visual aids and resources reflect diverse
cultures, genders, and backgrounds.
7. Technology supports lesson delivery and
engages students interactively.
8. Lesson plans are designed with
adjustments to support a range of student
abilities.
9. Teacher provides individualized support or
adapts content based on student needs.
10. Accommodations in place for students
with specific learning needs.
11. Teacher adjusts teaching methods based
on student responses during class.
12. Teacher makes the connection between the
standards and lesson objectives clear to
students.
13. Activities and tasks align with the stated
learning outcomes.
14. Teacher provides clear, scaffolded
instructions that meet the varied needs of
learners.
15. Rubrics or guidelines are used for
structured feedback.
16. Students actively participate in class
activities regardless of ability.
17. Students collaborate in peer groups or
digital platforms.
18. The teacher connects content to students'
personal interests and real-world issues.
19. Students are involved in hands-on projects
or problem-solving tasks.
20. Students are given choices to explore
topics or projects aligned with their
interests.
 Teacher encourages students to use
technology to research, collaborate, or
demonstrate understanding.
22. Students are comfortable expressing
opinions, asking questions, and making
mistakes.
23. Teacher provides ongoing, clear, and
constructive feedback during lessons.
24. Students’ complete tasks to demonstrate
understanding during the lesson.
25. Teacher interacts with students, providing
real-time feedback and guidance.
26. Frequent informal assessments occur
during the lesson.
27. Teacher uses formative and summative
assessments to adjust instruction.
28. Students engage in self-assessment and
peer-to-peer feedback.
29. Teacher provides follow-up resources for
students needing additional help.
Outside-the-Classroom Observations
30. Teachers actively participate in regular
professional development (PD) sessions.
31. PD sessions focus on curriculum,
pedagogy, and integrating technology into
teaching.
32. Teachers collaborate with peers to adjust
instruction based on assessment data.
33. Teachers share strategies for integrating
technology and improving their teaching
methods.
34. School leadership is involved in
supporting teachers and curriculum
development.
35. Administration provides necessary
resources for curriculum innovation and
student well-being.
36. Communication between administration,
staff, students, and parents is clear and
timely.
37. The school’s vision and mission are
communicated effectively to all
stakeholders.
38. Digital tools and platforms are used for
collaboration and communication.
39. Students use technology to engage with
content, collaborate, and demonstrate their
understanding.
40. Teachers use technology to enhance lesson
delivery and student engagement.
41. Teachers collaborate across subjects or
grade levels to integrate interdisciplinary
themes.
42. There are opportunities for teachers to
meet and discuss teaching strategies,
curriculum, and student needs.