Overview
The Classroom Competencies Framework defines the core competencies expected from Learning Companions facilitators while conducting a learning session. It provides a common language for observing classrooms, giving feedback, and supporting facilitator growth.
The framework is operationalized through the Classroom Observation Form, where each competency is assessed using observable classroom behaviours rather than subjective impressions.
Purpose
The framework is designed to help:
- Observe classroom practices consistently.
- Identify facilitator strengths and areas for improvement.
- Guide coaching conversations after observations.
- Track facilitator growth over time.
- Build a shared understanding of high-quality facilitation across Learning Companions.
The framework is intended primarily as a development tool, not merely an evaluation tool.
Competency Areas
The framework consists of six competency areas.
| Competency | Focus |
|---|---|
| Rapport | Relationship between facilitator and students |
| Design Quality | Quality of the learning experience |
| Space & Resource Management | Organisation of the classroom and activities |
| Preparedness | Planning, content knowledge and readiness |
| Connect | Communication and responsiveness during teaching |
| Impact | Immediate evidence of student learning and engagement |
Rapport
Purpose
Rapport measures how well the facilitator understands students and builds trusting relationships.
A facilitator demonstrating strong rapport:
- knows individual students’ strengths and improvement areas,
- responds differently based on student needs,
- creates an environment where students comfortably ask questions.
Assessment Indicators
The observation form evaluates:
- Awareness of each student’s strengths and areas for improvement.
- Student comfort in approaching the facilitator and asking questions.
Design Quality
Purpose
Design Quality evaluates whether the lesson is intentionally designed to promote thinking and learning rather than information delivery.
Strong lesson design includes:
- meaningful problems,
- relevant examples,
- opportunities for students to think,
- student discussion,
- activities suitable for learners at different levels.
Assessment Indicators
The observation form examines whether:
- students solve problems themselves,
- concrete examples are used,
- students construct understanding,
- classroom discussion is encouraged,
- activities engage learners across ability levels.
Space & Resource Management
Purpose
This competency focuses on how effectively the facilitator manages the classroom environment.
Good classroom management ensures that learning time is maximized.
Assessment Indicators
The observer looks for:
- preparation of classroom materials,
- smooth organisation,
- sufficient activity time,
- continuous student engagement,
- appropriate responses to classroom disruptions.
Preparedness
Purpose
Preparedness measures whether the facilitator enters the classroom with sufficient planning and understanding while remaining responsive to students.
Assessment Indicators
The observation includes:
- clarity of lesson objectives,
- assessment of prerequisite knowledge,
- awareness of students’ emotional state,
- adaptation during teaching,
- ability to answer student questions,
- conceptual understanding of the subject.
Connect
Purpose
Connect measures how effectively the facilitator communicates, supports learning, and responds to students throughout the lesson.
Assessment Indicators
The observer evaluates whether the facilitator:
- communicates lesson goals,
- gives clear instructions,
- speaks confidently,
- waits for students to think,
- notices confusion,
- adapts explanations,
- checks understanding,
- uses respectful language throughout the class.
Impact
Purpose
Impact captures the immediate effect of the classroom session on student learning.
Although long-term learning is measured through other assessments, these indicators provide evidence of successful facilitation during the observation itself.
Assessment Indicators
The observer records whether:
- students remain engaged,
- concepts are understood before moving ahead,
- students appear to enjoy the learning experience.
Assessment Scale
All competency indicators are scored using a four-level rubric.
| Score | Interpretation |
|---|---|
| 4 | Competency is consistently demonstrated. |
| 3 | Competency is demonstrated most of the time. |
| 2 | Competency is demonstrated inconsistently. |
| 1 | Competency is rarely or not demonstrated. |
Each question in the observation form provides behavioural descriptions that define what each score represents.
Observation Process
A typical classroom observation follows this sequence:
- Observe the complete classroom session.
- Rate each indicator using the behavioural rubric.
- Record qualitative observations where appropriate.
- Discuss strengths with the facilitator.
- Identify one or two priority areas for improvement.
- Agree on concrete next steps before the next observation.
Observation Form Structure
The Classroom Observation Form contains:
| Section | Number of Indicators |
|---|---|
| Rapport | 2 |
| Design Quality | 6 |
| Space & Resource Management | 4 (+ observation notes) |
| Preparedness | 5 |
| Connect | 9 |
| Impact | 4 (+ final observations) |