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Teacher Candidate's Name: Meredith Faitlin
Grade Level: K
Supervisor's Name: Pamela Nesbitt
Student Teaching/Practicum Observation Rubric
Observation #: 1
Date: 10/09/14
Instructions: Use the rubric as a guide for evaluating teacher candidates (student teachers and practicum students) during their observed lesson. There are seven categories to evaluate. The rubric provides general descriptions of the performance levels for each category. The ratings are based on a scale of 1 to 4 (1. Not Acceptable, 2. Developing, 3. Proficient, and 4. Exemplary). Check which boxes best reflect candidate performance for each area. In determining, the overall average for each category, partial credit may be awarded (i.e., 3.5 would indicate performance between proficient and exemplary). To calculate the final score for the six weighted categories, add the points from each category and divide by 6. In addition, attach a narrative with a brief description of the lesson, a summary of candidate's strengths, and suggestions for improvements (in particular for areas that were not acceptable or developing).
1. Knowledge of Learners
Exemplary 3.875
£ 1a.4) Uses language appropriate to developmental and skill level and introduces more advanced language
Comments
Great rapport and attention getting. Nice to let them talk. “Rewind your heads”, like that phrasing with gesture. Nice description of what a book entails, writer, illustrator without being too talky. Good use of gesture.
£ 1b.4) Presents content appropriate to developmental and skill level and references more advanced content
Comments
Yes, description of what is in a book.
£ 1c.4) Challenges most to all students to think and/or develop skills at a more advanced level
Comments
Good recall of past information (apples).
£ 1d.3) Uses differentiated instruction to provide for some to most individual student differences
£ 1d.4) Uses differentiated instruction to provide for most to all individual student differences, including different developmental levels, ELL, and student with disabilities
Comments
Be careful of the children in the back. Good to label his response as a prediction.
2. Knowledge and Use of Subject Matter
Exemplary 4
£ 2a.4) Provides accurate information about subject matter, including significant background or contextual information
Comments
Yes, lots of information about apples and books. All types of apples. Apples have different purposes.
£ 2b.4) Delivers lesson that includes key concepts, themes, and skills that are related to subject area, worth teaching, and substantially build on students' prior knowledge
Comments
Setting Detectives, love the microphones.
£ 2c.4) Subject matter appears to be exceptionally meaningful to students
Comments
They all got engaged.
£ 2d.4) Uses a range of appropriate subject-specific pedagogy
Comments
Yes.
3. Skill in Planning
Exemplary 3.9
£ 3a.4) It is evident that a lesson plan was created, and the required elements of designated lesson plan format are delivered in the classroom in a sophisticated way
Comments
Yes. Well detailed objectives were included.
£ 3b.4) All objectives are clearly stated in behavioral terms and make connections to prior activity or lesson
Comments
And stated to the children which was really great.
£ 3c.4) Establishes instructional routine and adapts to unexpected circumstances
Comments
Yes. Great to say 4 could share.
£ 3d.4) Sequences activities in a logical, developmental manner, explicitly making connections to prior knowledge and previewing upcoming content
Comments
Yes. Great tying in the shares.
£ 3e.3) Selects appropriate instructional resources, materials, and technologies
£ 3e.4) Selects instructional resources, materials, and technologies that supplement lesson and show exceptional creativity
Comments
Comments Yes.
Comments
4. Skill in Teaching
Exemplary 4
£ 4a.4) Shows significant expertise by using a range of motivational techniques that create a classroom of highly motivated learners
Comments
Yes, especially the microphones and movement to transition.
£ 4b.4) Shows sophisticated use of multiple strategies to highly engage most learners
Comments
Excellent variety of activities. Loved the listening activity.
£ 4c.4) Sophisticated use of pacing and lesson time to accomplish objectives, end lesson with a conclusion, and seamlessly transition between instruction and activities
Comments
Yes, They re an active and chatty group. You utilized their energy well.
£ 4d.4) Shows sophisticated use of varied instructional approaches, as appropriate
Comments
Yes, especially the listening activity and giving them a chance to move. Wow. That was a transition too. Liked the use of you and the teacher modeling. Really liked the tool and your examples.
£ 4e.4) Communicates clearly and dynamically using verbal and nonverbal messages
Comments
You gave them a lot of pointers to get going with their activities.
£ 4f.4) Uses sophisticated questioning strategies to elicit student responses at the literal, analytical, and critical thinking levels and encourage students to express different points of view
Comments
CommentsYes. I liked your phrasing quite a lot. Tell me more about that thinking stick. What is going on with the little girl who stayed at the table.
£ 4g.4) Adjusts to unplanned circumstances seamlessly, with only mild disruption to the lesson
Comments
CommentsThe lesson was so well planned that none were observed.
5. Skill in Developing Caring Learning Environments and
Showing Respect for Students
Exemplary 3.93
£ 5a.4) Shows exceptional rapport, which is relaxed and focused on learning rather than discipline, with most to all students
Comments
Yes.
£ 5b.3) Adequately uses a variety of classroom management techniques
£ 5b.4) Sophisticated use of a variety of classroom management techniques that contribute to a seamless lesson delivery
Comments
Yes, many changes to sustain attention. Make sure you don’t loose the children in the back.
£ 5c.4) Builds class community with significant opportunity to participate and most to all students are involved
Comments
Yes. Extremely good transitions.
£ 5d.4) Handles attention-getting behavior in a way that is timely and shows exceptional sensitivity
Comments
Kept all on pointe.
£ 5e.4) Shows exceptional level of patience with most to all students
Comments
Yes.
£ 5f.4) Shows signs of critically listening and thoughtfully responds to student work and ideas
Comments
Yes.
£ 5g.4) Sophisticated use of positive reinforcement and sensitive correction mistakes in most to all cases
Comments
CommYes. Excellent and specific acknowledgement of children’s comments. Their understandings were well directed.
£ 5h.4) Uses sophisticated strategies to promotes sensitivity to diversity issues, including differences in ethnicity, language, gender, and socioeconomic status
Comments
CommentsEach child’s individualized needs and strengths were addressed.
6. Skill in Assessment and Impact on Student Learning
Exemplary 4
£ 6a.4) Sophisticated use of a variety of strategies to check if students understand information
Comments
Yes, terrific use of naturalistic assessment.
£ 6b.4) Provides helpful feedback to students most of the time, giving attention both to content and the individual student's thoughts about the subject
Comments
Excellent and specific feedback.
£ 6c.4) Sophisticated use of assessment information to guide instruction, as appropriate
Comments
Yes.
£ 6d.4) Matches assessments to most to all instructional objectives, as applicable
Comments
CommentsYes.
£ 6e.4) By end of lesson, most students demonstrate significant achievement of objectives or have made significant progress
Comments
CommentsYes.
7. Commitment to Teaching & Professionalism
Exemplary 4
£ 7a.4) Demonstrates a strong positive attitude and maintains high energy and enthusiasm throughout the entire lesson
£ 7b.4) During post-conference, purposefully analyzes lesson's strengths and identifies specific strategies about how to enhance teaching
£ 7c.4) Extremely open to suggestions and, in subsequent observations, shows considerable progress in areas suggested
8. Narrative: Describe the lesson briefly, highlight teacher candidate’s strengths, and offer suggestions for improvements.
Meredith- You used a lot of very fun strategies to make sure that the students understood the ideas of settings. I agree with your reflection that you need to systematically refer to a behavioral support system. It is like you are regarded as the “fun friend” so integrating a more systematic aid to their ability to focus will yield more success. Keep it up!
Grade Level: K
Supervisor's Name: Pamela Nesbitt
Student Teaching/Practicum Observation Rubric
Observation #: 1
Date: 10/09/14
Instructions: Use the rubric as a guide for evaluating teacher candidates (student teachers and practicum students) during their observed lesson. There are seven categories to evaluate. The rubric provides general descriptions of the performance levels for each category. The ratings are based on a scale of 1 to 4 (1. Not Acceptable, 2. Developing, 3. Proficient, and 4. Exemplary). Check which boxes best reflect candidate performance for each area. In determining, the overall average for each category, partial credit may be awarded (i.e., 3.5 would indicate performance between proficient and exemplary). To calculate the final score for the six weighted categories, add the points from each category and divide by 6. In addition, attach a narrative with a brief description of the lesson, a summary of candidate's strengths, and suggestions for improvements (in particular for areas that were not acceptable or developing).
1. Knowledge of Learners
Exemplary 3.875
£ 1a.4) Uses language appropriate to developmental and skill level and introduces more advanced language
Comments
Great rapport and attention getting. Nice to let them talk. “Rewind your heads”, like that phrasing with gesture. Nice description of what a book entails, writer, illustrator without being too talky. Good use of gesture.
£ 1b.4) Presents content appropriate to developmental and skill level and references more advanced content
Comments
Yes, description of what is in a book.
£ 1c.4) Challenges most to all students to think and/or develop skills at a more advanced level
Comments
Good recall of past information (apples).
£ 1d.3) Uses differentiated instruction to provide for some to most individual student differences
£ 1d.4) Uses differentiated instruction to provide for most to all individual student differences, including different developmental levels, ELL, and student with disabilities
Comments
Be careful of the children in the back. Good to label his response as a prediction.
2. Knowledge and Use of Subject Matter
Exemplary 4
£ 2a.4) Provides accurate information about subject matter, including significant background or contextual information
Comments
Yes, lots of information about apples and books. All types of apples. Apples have different purposes.
£ 2b.4) Delivers lesson that includes key concepts, themes, and skills that are related to subject area, worth teaching, and substantially build on students' prior knowledge
Comments
Setting Detectives, love the microphones.
£ 2c.4) Subject matter appears to be exceptionally meaningful to students
Comments
They all got engaged.
£ 2d.4) Uses a range of appropriate subject-specific pedagogy
Comments
Yes.
3. Skill in Planning
Exemplary 3.9
£ 3a.4) It is evident that a lesson plan was created, and the required elements of designated lesson plan format are delivered in the classroom in a sophisticated way
Comments
Yes. Well detailed objectives were included.
£ 3b.4) All objectives are clearly stated in behavioral terms and make connections to prior activity or lesson
Comments
And stated to the children which was really great.
£ 3c.4) Establishes instructional routine and adapts to unexpected circumstances
Comments
Yes. Great to say 4 could share.
£ 3d.4) Sequences activities in a logical, developmental manner, explicitly making connections to prior knowledge and previewing upcoming content
Comments
Yes. Great tying in the shares.
£ 3e.3) Selects appropriate instructional resources, materials, and technologies
£ 3e.4) Selects instructional resources, materials, and technologies that supplement lesson and show exceptional creativity
Comments
Comments Yes.
Comments
4. Skill in Teaching
Exemplary 4
£ 4a.4) Shows significant expertise by using a range of motivational techniques that create a classroom of highly motivated learners
Comments
Yes, especially the microphones and movement to transition.
£ 4b.4) Shows sophisticated use of multiple strategies to highly engage most learners
Comments
Excellent variety of activities. Loved the listening activity.
£ 4c.4) Sophisticated use of pacing and lesson time to accomplish objectives, end lesson with a conclusion, and seamlessly transition between instruction and activities
Comments
Yes, They re an active and chatty group. You utilized their energy well.
£ 4d.4) Shows sophisticated use of varied instructional approaches, as appropriate
Comments
Yes, especially the listening activity and giving them a chance to move. Wow. That was a transition too. Liked the use of you and the teacher modeling. Really liked the tool and your examples.
£ 4e.4) Communicates clearly and dynamically using verbal and nonverbal messages
Comments
You gave them a lot of pointers to get going with their activities.
£ 4f.4) Uses sophisticated questioning strategies to elicit student responses at the literal, analytical, and critical thinking levels and encourage students to express different points of view
Comments
CommentsYes. I liked your phrasing quite a lot. Tell me more about that thinking stick. What is going on with the little girl who stayed at the table.
£ 4g.4) Adjusts to unplanned circumstances seamlessly, with only mild disruption to the lesson
Comments
CommentsThe lesson was so well planned that none were observed.
5. Skill in Developing Caring Learning Environments and
Showing Respect for Students
Exemplary 3.93
£ 5a.4) Shows exceptional rapport, which is relaxed and focused on learning rather than discipline, with most to all students
Comments
Yes.
£ 5b.3) Adequately uses a variety of classroom management techniques
£ 5b.4) Sophisticated use of a variety of classroom management techniques that contribute to a seamless lesson delivery
Comments
Yes, many changes to sustain attention. Make sure you don’t loose the children in the back.
£ 5c.4) Builds class community with significant opportunity to participate and most to all students are involved
Comments
Yes. Extremely good transitions.
£ 5d.4) Handles attention-getting behavior in a way that is timely and shows exceptional sensitivity
Comments
Kept all on pointe.
£ 5e.4) Shows exceptional level of patience with most to all students
Comments
Yes.
£ 5f.4) Shows signs of critically listening and thoughtfully responds to student work and ideas
Comments
Yes.
£ 5g.4) Sophisticated use of positive reinforcement and sensitive correction mistakes in most to all cases
Comments
CommYes. Excellent and specific acknowledgement of children’s comments. Their understandings were well directed.
£ 5h.4) Uses sophisticated strategies to promotes sensitivity to diversity issues, including differences in ethnicity, language, gender, and socioeconomic status
Comments
CommentsEach child’s individualized needs and strengths were addressed.
6. Skill in Assessment and Impact on Student Learning
Exemplary 4
£ 6a.4) Sophisticated use of a variety of strategies to check if students understand information
Comments
Yes, terrific use of naturalistic assessment.
£ 6b.4) Provides helpful feedback to students most of the time, giving attention both to content and the individual student's thoughts about the subject
Comments
Excellent and specific feedback.
£ 6c.4) Sophisticated use of assessment information to guide instruction, as appropriate
Comments
Yes.
£ 6d.4) Matches assessments to most to all instructional objectives, as applicable
Comments
CommentsYes.
£ 6e.4) By end of lesson, most students demonstrate significant achievement of objectives or have made significant progress
Comments
CommentsYes.
7. Commitment to Teaching & Professionalism
Exemplary 4
£ 7a.4) Demonstrates a strong positive attitude and maintains high energy and enthusiasm throughout the entire lesson
£ 7b.4) During post-conference, purposefully analyzes lesson's strengths and identifies specific strategies about how to enhance teaching
£ 7c.4) Extremely open to suggestions and, in subsequent observations, shows considerable progress in areas suggested
8. Narrative: Describe the lesson briefly, highlight teacher candidate’s strengths, and offer suggestions for improvements.
Meredith- You used a lot of very fun strategies to make sure that the students understood the ideas of settings. I agree with your reflection that you need to systematically refer to a behavioral support system. It is like you are regarded as the “fun friend” so integrating a more systematic aid to their ability to focus will yield more success. Keep it up!