N.L Facilitation Observation Rubric .docx

Facilitator's Observation Rubric

1. Facilitation Observation Rubric
Facilitator:
Career/E&T
Center:
Class:
Skill
3
Exemplary
2
Proficient
1
Developing
Score
Observe
d
Comments
Introduction
(Learning objectives,
classroom norms,
initial motivation of
participants)
Facilitator introduced the topic in a
motivating and relevant activity.
Facilitator asked critical thinking
questions to help participants relate
the activity to their own
experiences.
Facilitator began the
instruction with an activity and
introduced the topic by stating
learning objectives
Facilitator vaguely
introduced the learners
to pertinent information
and presented the
learner with the rules
and objectives.
Facilitation
(Adult learning
principles, participant
involvement,
participant motivation,
learning transfer)
Involved learners in presentation.
Provided instructions that were
clear to all participants. Provided
examples to clarify concepts or tied
concepts to learner’s experiences.
Involved learners in
presentation. Provided clear
instructions. Provided
examples to clarify concepts.
Attempted to involve
participants in
presentation.
Provided instructions to
participants.
Remained focused on
learning objectives.
Presentation
(Communication,
voice pitch and
volume, eye contact,
active listening,
method of questioning
participants, providing
feedback to
participants)
Used appropriate language for
audience. Ensured participants
were clear about concepts. Used
varying pitches and volume of voice
to express genuine involvement.
Allowed participants to reflect on
questions before answering,
listened to questions and
comments, providing effective
feedback.
Used clear speech to describe
concepts. Maintained eye
contact with participants
throughout lesson. Presented
questions to gauge student
understanding. Informed
participants when answers
were not correct and provided
clearer information.
Demonstrated minor
errors in communication
techniques. “Cold-
called” participants with
questions. Provided no
feedback to participants.
Preparation
(Planning, rehearsals,
comfortable with the
sequence of the
lesson)
Demonstrated excellent prior
planning with confidence and
familiarity with both lesson
sequence and material locations.
Prepared all classroom items prior
to participants’ arrivals.
Demonstrated seamless transitions
from one content area to the next.
Demonstrated prior planning
with confidence during
presentation. Ensured all
necessary items were on-site
prior to instruction.
Demonstrated effective
transitions between content
areas.
Demonstrated periodic
discomfort or
unfamiliarity with content
sequence. Forgot one or
more items for
instructional activity.
Facilitation Observation Rubric Revised by FR on 3.1.2022 Page 1 of 3

2. Facilitator: Date: Class:
Content
Knowledge
(Understanding,
depth of knowledge,
breadth of
knowledge)
Demonstrated exceptional grasp of
the content. Displayed a keen
ability to elaborate on key concepts
and provide effective examples of
real-world use.
Demonstrated a working
knowledge of subject matter.
Displayed the ability to
elaborate on concepts to aid in
participant understanding.
Provided incorrect
information to
participants.
Demonstrated lack of
knowledge for multiple
portions of content or
content directly related
to the learning objective.
Technology
Management
(Management of
technological
instructional aids.)
Conducted pre-instructional test of
technical equipment. Handled any
issues that arose during
presentation with minimal to no
effect on training outcomes.
Ensured all equipment was
placed into operation prior to
instruction. Handled any
issues that arose during
presentation with minor effect
on training outcomes.
Did not set-up or test
equipment. Did not
handle technical issues
that arose during
presentation, or allowed
the issues to detract
from training outcome.
Classroom
Management
(Focus on learning
objective, effective
learning environment,
safe learning
environment, time
management)
Utilized class discussions to further
participant understanding of
learning objectives. Ensured
participants treated one another
with respect and fairness.
Displayed excellent time
management skills by completing
learning activity within five minutes
of scheduled time.
Ensured discussions remained
mostly on topic. Identified and
properly reacted to
unfavorable participant
behaviors. Demonstrated
awareness of time restraints
and attempted reasonably
effective measures to manage
time accordingly.
Allowed discussions to
continuously lose focus.
Did not ensure
participants treated each
other respectfully.
Demonstrated little to no
awareness of time
constraints.
Client
Engagement
(Level of ability in
adapting lesson to
individuals while
maintaining group
interaction,
confidentiality,
respect)
Ensured each learner was engaged
throughout the lesson. Provided
additional assistance when
required, without detracting from
group’s progress. Ensured client’s
confidential information was kept
private throughout the lesson.
Ensured each learner was
engaged during most of the
lesson. Provided additional
assistance when required, with
minimal effect on the group’s
progress. Ensured client’s
confidential information was
kept private throughout the
lesson.
Missed opportunities to
relate to clients on an
individual level or
allowed individual
assistance to greatly
detract from group’s
progress. Did not ensure
clients’ confidential
information remained
private.
Closing
(Review, check on
learning, learning
transfer, Q&A)
Conducted review of material
covered. Ensured students were
able to recall pertinent information.
Provided opportunity for
participants to explore alternate
ways to use information. Provided
opportunity for students to seek
clarification of information.
Reviewed material with
participants through check on
learning questions. Allowed
participants to ask questions
and provided adequate
answers.
Did not review
information with
participants. Provided
no opportunity or
discussion for how
information could be
useful outside of the
classroom environment.
Did not provide
participants with an
opportunity to ask
questions.
*NOTE: Some occurrences under the Developing rating are severe enough to warrant a rating of Developing regardless of other factors.
Facilitation Observation Rubric Revised by FR on 3.1.2022 Page 2 of 3

3. Facilitator: Date: Class:
** NOTE: A minimum score of 18 out of 27 is required to be considered a “passing score”. Facilitators that score below 18 will be provided specific
examples of skills that need further development and will be provided one-on-one training opportunities with Curriculum Manager to improve their
facilitator rating.
Observer Name:____________________________________ Title:_______________________________ Date:__________________
Observed Score for this Lesson:__________________________________________________________________________________
Notes/Comments:_____________________________________________________________________________________________
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Facilitation Observation Rubric Revised by FR on 3.1.2022 Page 3 of 3