One lesson. Multiple perspectives. A shared understanding.
Use classroom videos to practice observing instruction together. When your team aligns its interpretation of digiCOACH look-fors with specific evidence, walkthrough ratings become more consistent and coaching conversations become more useful.
Choose a facilitator to guide the discussion and capture your team's shared understanding. Everyone should use the same edition, Focus Area, and viewing window.
Prepare your app and agree on a focus
Sign in to the digiCOACH mobile app. Start a walkthrough and select Calibration Teacher from the educator dropdown menu. As a team, choose a Focus Area in your edition and review its look-fors before watching. If Calibration Teacher is unavailable, school administrators can add a new teacher or contact the digiCOACH support team to request a calibration teacher be added.
Watch the same classroom segment
Select a lesson below and agree on a 5–10 minute window. Observe independently, paying attention to what students and teachers say and do. Note specific evidence and timestamps connected to your chosen look-fors.
Record observations and consider feedback
Take a moment to record your answer choices and observation notes in digiCOACH before discussing them. Review potential strategies and coaching tips you would include in a feedback email to the teacher. For this practice activity, discuss or draft the feedback without sending an email.
Discuss every look-for, one by one
Share your answer choice and explain why you rated the look-for that way. What evidence was present? What evidence was absent or could not be observed in this segment? Connect your reasoning to the wording and answer choices in your edition.
Resolve differences with evidence
When ratings differ, revisit the relevant video moment and discuss the look-for in more depth. Work toward a shared understanding and stronger interrater reliability. Capture agreements and remaining questions; a short video may not show every look-for.
Close the practice walkthrough
Calibration walkthroughs can be deleted in the digiCOACH app and do not need to be synchronized. After the discussion, delete practice walks if the data is not needed. Repeat with another segment or Focus Area to continue building consistency.
Facilitator prompts: Which answer did you choose? What did you see or hear? How does that evidence connect to this look-for? What would change your rating? Which strategy or coaching tip would best support the teacher?
Classroom Video Library
Choose a lesson that fits your team's focus. Each lesson includes observation notes and discussion prompts. Explore nine lessons across elementary, middle, and high school settings in mathematics, language arts, literacy, and history.
A kindergarten language arts lesson uses Goldilocks and the Three Bears to explore setting, characters, sequence, and the big idea. Choose it to examine visual scaffolds, participation, transitions, and support during early writing.
Suggested viewing windows 0:00–6:00: story elements. 7:35–14:35: writing and feedback.
Instructional scaffolding (0:00–2:00, 3:59–6:00): Observe how visual aids support discussion of where, when, characters, sequence, and the big idea.
Engagement and management (3:19, 7:35–8:15): Look at attention cues and the transition from group discussion to individual work.
Formative assessment (10:55, 11:53): Discuss questioning and thumbs-up signals as checks before writing. What do these signals reveal about readiness?
Topics for Walkthrough Calibration
Learning objective clarity (1:43–2:00): How clearly does the teacher communicate the purpose of analyzing the story elements?
Differentiation and support (9:25–9:46, 13:33–14:12): Look at spelling guidance and individual feedback while the teacher circulates (11:12, 13:22). What support addresses particular needs?
Classroom environment (7:35–8:09): Evaluate wall charts, materials, physical space, and grouping. How do these support the learning task?
Student agency (6:10–7:17): When students identify story elements from pictures, what evidence shows active participation rather than passive listening?
Some notes refer to moments outside the suggested windows. Use the full lesson to revisit those timestamps, and rate only the evidence in your team's agreed segment.
Early Elementary / Mathematics
Guided Math in a Small Group
A lower elementary classroom illustrates small-group math instruction with physical materials, worksheets, and close teacher-student interaction. Choose it to discuss guided practice, questioning, participation, and immediate feedback.
Suggested viewing windows 7:30–13:30: scaffolding and engagement. 13:30–18:30: questioning and participation.
Instructional scaffolding (7:30–9:00): Observe the instructor engaging with students while guiding math practice in small groups.
Formative assessment (16:05–16:30): Look at how the teacher monitors individual progress, identifies support needs, and probes mathematical thinking.
Management and engagement (13:53–14:15): Discuss the balance of direct instruction and student manipulation of materials.
Topics for Walkthrough Calibration
Questioning (16:05): When a student is asked for the next number in a sequence, is the question open or closed? How well does it serve the learning purpose?
Student participation (18:17): How do worksheets and physical objects support participation aligned with the lesson goal?
Feedback loops (0:41–1:11): Evaluate immediate corrective and encouraging feedback. What student responses show whether feedback helps learning?
Some notes refer to moments outside the suggested windows. Use the full lesson to revisit those timestamps, and rate only the evidence in your team's agreed segment.
Elementary / Mathematics
Multi-Digit Addition With Regrouping
An elementary mathematics lesson uses a digital board and step-by-step explanations to teach addition with regrouping. Choose it to examine modeling, clarity, participation, independent practice, and support for students who need help.
Suggested viewing windows 0:00–6:00: modeling and participation. 29:10–34:10: practice and support.
Instructional modeling (0:50, 9:57, 7:39, 9:41): Observe the digital board and verbal explanations of the regrouping process.
Student engagement (0:08, 0:12, 16:31, 32:47): Look at prompts for independent problem-solving and students being called on by name. What evidence shows broad participation?
Checking for understanding (7:43, 33:20): Consider requests for students to verify their work and whole-class checks. What do these reveal about understanding?
Classroom environment (33:07): Discuss the balance of direct instruction and student practice, alongside the teacher’s encouraging tone.
Topics for Walkthrough Calibration
Teacher clarity: How clearly is the learning objective communicated? What evidence shows students understand why regrouping works?
Scaffolding (15:26, 33:28): What support does the teacher provide when students struggle with addition concepts?
Classroom management (0:06, 31:49): How do transitions between demonstration and independent practice affect learning time and student readiness?
Some notes refer to moments outside the suggested windows. Use the full lesson to revisit those timestamps, and rate only the evidence in your team's agreed segment.
Grade 5 / Mathematics
Comparing Fractions: Least Common Denominators
This lesson teaches fraction comparison using least common denominators, moving from sandwich models to mathematical procedures. Choose this lesson to discuss conceptual scaffolds, equitable participation, teacher and student talk, and checks for understanding.
Suggested viewing windows 0:01–6:01: models and procedures. 11:00–17:00: scaffolds and student practice.
Instructional strategies (0:01, 4:01): Examine the transition from concrete sandwich representations to abstract procedures. How is the connection made visible to students?
Engagement techniques (30:06): Look at turn-and-talks, think time, and equitable calling. What evidence shows these routines support participation?
Progress monitoring (30:25): Consider the teacher’s explanation of walking the room to check understanding and adjust instruction. Distinguish explanations of practice from observed classroom evidence.
Behavioral expectations and culture (2:50, 11:21): Observe “sitting in a slant” and attention signals. How do expectations affect the learning environment?
Topics for Walkthrough Calibration
Teacher and student talk (15:00–16:50): Compare time spent on teacher explanations with opportunities for student practice and discussion.
Scaffolding effectiveness (14:45): How do visual models in the student packet support the independent practice tasks?
Checking for understanding: Identify evidence of popsicle sticks, hand-raising, or individual check-ins. What does each approach reveal, and how could it transfer to other subjects?
Some notes refer to moments outside the suggested windows. Use the full lesson to revisit those timestamps, and rate only the evidence in your team's agreed segment.
Grade 6 / Mathematics
Collaborative Math: Coordinate Planes
This lesson explores coordinate planes through co-teaching, a large floor-based model, and partner activities. Use it to discuss active learning, accessibility, formative assessment, and classroom transitions.
Suggested viewing windows 5:01–10:01: floor-based modeling, bean bags, and scaffolding. 14:34–19:34: partner work, role clarity, and teacher circulation.
Active learning and kinesthetic instruction (5:01): A large floor-based coordinate plane makes abstract mathematics physically tangible.
Collaborative teaching (0:13): Observe how the lead teacher and her partner facilitate learning and manage classroom behavior together.
Formative assessment (1:04, 5:31, 14:34): Look at questioning, the bean-bag activity, and partner-based pom-pom work for evidence of checks on understanding.
Topics for Walkthrough Calibration
Student engagement and accessibility (1:31, 9:01): Discuss how the Battleship analogy and “crawl before you walk” mnemonic scaffold coordinate-plane concepts for diverse learners.
Student-centered tasks (5:01, 14:34, 15:00): Compare teacher-led demonstration with collaborative work. What evidence shows students understand the “partner one” and “partner two” roles?
Instructional pacing and transitions: How do transitions between discussion, floor activities, and desk work maintain the lesson's flow?
Checking for understanding (16:06): What specific feedback do teachers provide as they circulate? What happens when a student struggles with coordinate placement?
Some notes refer to moments outside the suggested windows. Use the full lesson to revisit those timestamps, and rate only the evidence in your team's agreed segment.
Grade 8 / Language Arts
Launching a Novel Study: Choice and Ownership
An eighth-grade language arts lesson introduces a novel study through big ideas, reading schedules, digital tools, and rotating stations. Choose it to discuss inclusive classroom culture, scaffolding, transparent rubrics, and student responsibility.
Suggested viewing windows 0:07–5:07: classroom culture. 22:38–29:30: rotations and student agency.
Growth mindset and inclusivity (0:07): Observe how the opening discussion and an Albert Einstein quote frame different forms of intelligence. What evidence connects this framing to classroom rapport and inclusion?
Transparent assessment (25:24): Discuss the visible summative rubric and students saving it to digital folders. How does access to criteria support clarity and ownership?
Meaningful scaffolding (10:52, 20:16): Consider how the Big Idea and empathy connect to reading schedules and rotating stations.
Topics for Walkthrough Calibration
Engagement and agency (27:00): How do structured choice, responsibility, and self-set reading goals support student ownership? Where does teacher direction remain necessary?
Facilitation and instruction (22:38): Observe the transition from whole-group discussion to small-group facilitation at the back table. What targeted feedback becomes possible?
Digital tools (12:47): How do online discussion forums and digital document management support independent learning and organizational habits?
Some notes refer to moments outside the suggested windows. Use the full lesson to revisit those timestamps, and rate only the evidence in your team's agreed segment.
High School / History
Document Analysis: Homestead and Dawes Acts
This lesson guides students through primary and secondary documents about policies that reshaped the American West and Native American life. Choose this lesson to discuss historical analysis, collaboration, questioning, and the use of multiple sources.
Suggested viewing windows 0:30–5:30: historical analysis. 5:45–10:45: multimedia and inquiry.
Historical context and policy: Explore how the Homestead Act and Dawes Act are framed within their effects on the American West and Native American life.
Analytical skill building (0:30–1:45): Observe how students interpret events through economic, cultural, and political lenses.
Complex perspectives (3:50–5:15): Consider how the teacher invites analysis of conflicting historical viewpoints and moral questions. Discuss how students examine the consequences of policy alongside historical context.
Topics for Walkthrough Calibration
Student collaboration (1:45–2:15): Are students using documents to debate ideas or primarily completing a worksheet? What evidence distinguishes high-quality collaboration?
Scaffolding and support (1:10–1:30): Observe the teacher circulating to facilitate. How does the lesson balance teacher-led instruction with student-directed inquiry?
Checking for understanding (3:45, 12:30, 18:15): How does questioning move students beyond recall toward deeper analysis? Which responses provide evidence of understanding?
Multimedia integration (5:55–6:30, 22:38–23:15): Consider transitions among whiteboard instruction, primary-source handouts, and video clips. What evidence shows these inputs support attention and learning?
Some notes refer to moments outside the suggested windows. Use the full lesson to revisit those timestamps, and rate only the evidence in your team's agreed segment.
High School / Literacy
Character Traits and Three-Part Thesis Statements
This literacy lesson connects character analysis with a self-reflective writing task and a three-part thesis statement. Choose it to discuss learning targets, diagnostic bell work, differentiated coaching, questioning, and teacher-student rapport.
Suggested viewing windows 2:00–8:00: targets and bell work. 10:00–15:00: pacing and coaching.
Learning targets and transitions (2:00, 10:05, 11:15): Observe how the teacher names the writing goal and sets time limits. How do these moves shape clarity and pacing?
Formative assessment (3:16): Examine how bell work connects prior character analysis to the current task and reveals students’ starting points.
Differentiated feedback (4:47, 12:10, 13:30): Look at individual coaching and how the complexity of questions changes for different students.
Teacher-student rapport (5:58, 13:36): Discuss positive reinforcement alongside expectations for participation.
Questioning (8:22, 9:44): Observe the use of “prominent” and connections between physical traits and character traits to support thinking about thinking.
Topics for Walkthrough Calibration
Calibrating ratings: Which specific evidence would support your answer choices for student engagement or clarity of instruction in your edition?
Actionable feedback: What evidence-based strategy or coaching tip would help the teacher move into the next phase of the lesson?
Individual check-ins: How effectively do check-ins address individual misconceptions? What might also require whole-group instruction?
Some notes refer to moments outside the suggested windows. Use the full lesson to revisit those timestamps, and rate only the evidence in your team's agreed segment.
High School / Mathematics
Arithmetic Sequences: From Patterns to Formulas
A scaffolded mathematics lesson moves from pattern recognition toward explicit formulas for arithmetic sequences. Choose it to examine questioning, mathematical vocabulary, productive struggle, collaborative problem-solving, and the shift from concrete ideas to abstract representation.
Suggested viewing windows 0:41–6:41: patterns and questioning. 31:30–37:30: formulas and active practice.
Formative assessment (1:07, 3:48): Observe questioning, wait time, and responses when students struggle with terminology.
Student-centered inquiry (0:41, 20:00): Compare teacher-led discovery with student-driven problem-solving and peer collaboration.
Vocabulary integration (5:30, 9:05, 33:30): Look for the terms “consecutive terms” and “common difference,” then consider whether students use them in collaborative work.
Scaffolded practice (31:43): Observe the move from verbal descriptions to the mathematical formula. What evidence shows students connect the representation to the pattern?
Active learning (33:12): Consider the around-the-room card activity as a check on learning. What evidence shows it reinforces the target for all students?
Topics for Walkthrough Calibration
Participation: How does the teacher involve all students, including those who are less vocal?
Productive struggle: Where do students work through difficulty, and how does the teacher support them without supplying the answer?
Assessment alignment: How closely do the checks on learning connect to the lesson’s learning targets?
Some notes refer to moments outside the suggested windows. Use the full lesson to revisit those timestamps, and rate only the evidence in your team's agreed segment.
Bring Calibration Into Classrooms
Continue this work through shared classroom visits. School leaders at a single site can visit classrooms in groups, observe the same 5–7 minutes, and debrief together using the same evidence-based discussion process.
Prepare for a shared visit
Review the look-fors and agree on the Focus Area before entering. Ensure teachers know the purpose of the visit and are prepared to receive visitors. Select the teacher, grade, and subject before entering, minimize technology use during the observation, and debrief afterward.
Coordinate cross-campus walkthroughs
School Visitor access in digiCOACH can be enabled to allow school administrators to visit other campuses and collect data. Coordinate access with your digiCOACH administrator before the visit.
Agree in advance where to attach the walkthrough data:
A building walk: attach observations to the building walk.
Calibration Teacher: keep calibration data easy to identify and remove if it is not needed.
The classroom teacher: attach observations directly to the teacher whose classroom is being visited.
Visiting observers are encouraged to disable emails when linking cross-site walkthrough data to classroom teachers. Agree on how the team will share any coaching feedback and whether the observation data should be retained before synchronizing.
