Use this checklist when observing TAs


Are they making space to check in on students’ emotional well-being?
Are they being present, flexible & adaptable to their students’ needs?
Are they using Opening Rituals and Check Ins to meet the students’ social and emotional needs?
Are they creating and using agreements regularly for collectively caring for community & space as a community?
Are they building goals together with the students?
Were there opportunities for collaboration? Were there opportunities for students to work in unison?
What were their rituals for opening, closing and transitions? How is the class responding to these rituals? Would additional or different rituals serve this community?
What community agreements/ rituals etc. are supporting young artists feeling heard/comfortable exploring and making choices. What more could they do in this area?
Were there opportunities for reflection, peer feedback, or conversations around artmaking? Were young artists involved in setting the criteria for reflection? Were they able to give and receive feedback that was specific and useful? Were young artists able to make decisions about what feedback to use?
Were there moments in today’s class where young artists’ emotions or interest, or current events diverged from their plan? Were they able to make space for tangents? How? How could they?
What is the impact that the adults in the room are having on the class culture or students? What was the classroom teacher doing during their session? Was the classroom teacher curious about the young artist’s work? Do they need to shift how they are engaging them in the future?


Did young artists create the learning goals/ content/ focus for today’s session and if not, how could they be brought into this process in the future?
What choices did young artists make today about content, process and form of art making? What choices can they make moving forward? How will they support their choice making?
Are they offering opportunities for students to share their own knowledge?
Are they showing that they genuinely respect students’ ideas?
Are they showing that they care about getting to know their students?
Are they creating opportunities to hand leadership to their students?
What was the ratio of young artists / adult voice today? Were there places where that ratio could have been shifted toward the young artists? What could they do to increase this ratio going forward?
Are they checking in with their students to see what they are excited to learn about?
Are they offering multiple entry points, and allowing each student to participate in the way they do best?
Are they open to surprises and to changing their agenda?


Whose voices, perspectives, history and culture within and around this art form are being shared?
Are individuals outside of Western, European, non-disabled, white males included?
Are they including themselves (their own perspective, history and culture) as an educator/artist?
Does what you’re sharing expand the canon that students are traditionally exposed to?
Are they showing that they are curious and excited about the diversity of cultures in the room?
Are they providing opportunities for students to share about their own cultures?
What are the dominant cultures in the classroom? What are the non-dominant cultures? How did each of them show up in today’s class? How could we/ can we make space for each going forward?
What did they learn about young artists’ interests/ culture today? How did they learn it? How did they respond to/ incorporate what they learned? How could they in future sessions?
What did they learn about the broader school/ neighborhood community today? What did their young artists learn about where they come from? What created space for that? How can they create space going forward?


Did they focus on the student’s artistic process, rather than the pressure of a final product?
How did they create moments for students to have time to work as artists or in artistic flow?
Was there time built into their class to allow they space to be responsive to the students?
Are they sharing voices, perspectives, history and culture within and around this art form? Are they including individuals outside of Western, European, Non-disabled, white males?
Are they expanding the canon the students are traditionally exposed to?
Did they move beyond the gender binary?
Did embrace all forms of gender expression?
Did they use gender neutral & inclusive language?
Are they presenting the material in multiple formats?
What entry points (beyond verbal) were provided in their lesson? How could they have provided additional entry points? How will they in future lessons?
Did they provide supports based on assumptions about student ability or evidence of need?
Did the supports serve all of the students? Who needed something different? How can they differentiate/ accommodate going forward to make sure that everyone can reach the goals/ engage in the content of the residency
Did they utilize asset-based language while speaking to and about their students?