Citation: Huitt, W. (2009). The Georgia Teacher Observation Instrument (GTOI). Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], form

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The Georgia Teacher Observation Instrument is the classroom evaluation instrument used as part of the Georgia Teacher Evaluation Program (GTEP) in Georgia classrooms (see the manual used by Regional Educational Service Agencies (RESAs) to prepare observers). It includes specific teacher behaviors categorized under the rubrics of instruction and management. As you look at the specific behaviors considered by this instrument, reflect on whether or not this iactivity has been addressed in this course and, if so, how has it been addressed. The principal or other observer will often schedule a pre-observation conference with the teacher to discuss the lesson to be observed.

Plans and Measures Objectives
  1. Selects objectives--specifies what the teacher expects students to demonstrate as a result of instruction
  2. Evaluates objectives--a formal determination to demonstrate whether or not students have mastered the objectives
Presents instruction
  1. Initial focus--preparing students to learn
  2. Delivery strategies--ways of providing information for students to acquire the learning (e.g., lecture, discussion, inquiry, cooperative)
  3. Building for transfer--promotes the acquisition of new learning by connecting the new learning to prior knowledge or future use
  4. Organization of content--how the material to be learned is divided and sequenced for presentation
  5. Questioning--checks for understanding of relevant information during the presentation
Provides information processing activities
  1. Guided activity--opportunities for students to practice the learning under the teacher's direction
  2. Distributed practice--opportunities over time for students to repeat learned behavior
Monitors student involvement and progress
  1. Generates student responses--elicits observable student behaviors (written, verbal, or physical) to monitor level of understanding, to involve students in the lesson, and to determine whether there is a need to adjust instruction
  2. Monitors and interprets student responses--monitors student involvement and progress (written, verbal, or physical) to determine opportunities for praise, prompts, extensions, and corrective feedback
Provides feedback and correctives
  1. Feedback on correct responses--provides information to students to reinforce correct responses
  2. Feedback on incorrect responses--provides information to students to let them know that their responses are incorrect
Establishes a learning climate
  1. Motivation--uses appropriate techniques to increase the intent or desire to learn
  2. Task-oriented focus--places emphasis on the learning tasks to be accomplished
Organizes the learning environment
  1. Time--employs appropriate strategies to use the allocated time efficiently
  2. Physical setting--arranges the learning environment in a manner that is conducive to learning
Maintains appropriate classroom behavior
  1. Monitors behavior--remains alert to student behavior that is consistent or inconsistent with rules and procedures
  2. Feedback on behavior--information provided to students or actions taken to maintain behavior which is conducive to learning

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