Report options
Report options shape how a report reads and how it uses evidence, so it matches your style, your school’s standards and any compliance requirements. Open them with Customize on the report page.
Reset to default restores the standard settings. For anything the options don’t cover, use custom instructions.
Opening and closing
Begin with Intro / Cover Letter
Whether the report opens with a short letter to the teacher.
- On
- A personalized cover letter of two to four sentences that thanks the teacher and previews the report.
- Off
- The report starts directly with the observation report.
End with
The section that closes the report.
- SMART Goals
- One or more SMART goals in the form “By [date], [measurable outcome], measured by [method].”
- Glows and Grows
- Exactly two Glows (specific strengths) and two Grows (specific growth areas). No SMART goals.
- Next Steps
- Two to four next-step actions, each starting with a verb and a suggested time frame.
- Commendations and Recommendations
- A Commendations section and a Recommendations section in formal evaluative language.
Tone and point of view
Tone & voice
- Developmental / Coaching
- A warm, collegial partnership voice. Growth is framed as opportunities (“consider…”), without deficit language.Best for coaching conversations and growth-focused feedback.
- Evaluative
- A formal administrative voice. Strengths and shortcomings are stated plainly and tied to the assigned ratings, without coaching language.Best for formal evaluations and documentation.
- Direct / Concise
- A terse administrative voice: short sentences, no softening qualifiers.Best when you need a brief, to-the-point record.
Point of View
- First Person
- You write as the observer: “I observed…”.
- Second Person
- The report speaks to the teacher directly: “You circulated…”. It never says “the teacher.”
- Third Person
- The report refers to “the teacher” throughout.
Try combinations to hear the difference:
An illustration of each style, not actual ClariLens output.
How rubrics are presented
Component Display
What the report shows for each rubric it covers.
- Domain description
- The rubric’s own definition paragraph from the framework, exactly as written.
- Critical attributes
- The framework’s critical-attribute bullets for the rating the rubric received. They come from the framework itself; nothing is generated.
- Title, rating and summary
- The rubric title, its rating and a one-sentence summary condensed from the critical attributes for that rating only. Rubrics without enough evidence say so plainly, and the report never implies practice that wasn’t evidenced.
Evidence
Evidence Reuse
Whether one classroom moment can support more than one rubric.
- Unique evidence per component
- Each observed moment, quote or statistic is cited only once in the whole report, under the rubric it supports most directly. If a rubric has no evidence left of its own, it’s rated N/E rather than reusing evidence.Strictest. Best when every rating must rest on its own evidence.
- Distinct facets
- One moment may support a second rubric, but only when it shows a different side of it, for example the teacher’s question under questioning and the students’ discussion under engagement. A moment never supports more than two rubrics, the same quote is never repeated, and a rubric whose evidence is all shared can’t get the highest rating.Better coverage from short observations, with safeguards against double counting.
Evidence & Citations
Tick any combination.
- Timestamped
- Anchors evidence with times from your notes (“At 10:15…”). Times are never invented, so this works best with notes taken in Live mode.
- Direct quotes
- Includes word-for-word teacher and student talk where your notes have it.
- Low-inference scripting
- States evidence as observable facts, without interpretation.
- Paraphrased summaries
- Summarizes classroom activity in its own words rather than verbatim detail.
- Tied to component
- Labels evidence with the rubric it supports when it refers to a rubric other than the one being discussed.
Language
Language & Terminology
Tick any combination.
- Heavy component citations
- Cites rubric codes inline (“…aligns with 3b”) when referring to a rubric other than the one being discussed.
- Conversational register
- Plain words; contractions are allowed.
- No praise inflation
- Avoids subjective superlatives such as “excellent”, “exceptional” or “joyful” and keeps wording neutral and evidence-based.
Useful combinations
| Goal | Try |
|---|---|
| Coaching feedback | Cover letter on, Developmental / Coaching, Second Person, Glows and Grows or Next Steps |
| Formal evaluation | Evaluative, Third Person, Commendations and Recommendations, Unique evidence per component, Low-inference scripting, No praise inflation |
| Quick informal note | Cover letter off, Direct / Concise, Title, rating and summary, Essentials model |