Teacher Candidate's Name: Lauren Salmon Supervisor's Name: S. Antar Course and Section Num er: ###$ sec.

Student Teaching/Practicum Observation Rubric

School Site: Merricats Grade Pre-school O servation !: " &ate: ''(%)('*

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 categor! The ratings are based on a scale of " to # (" $ot %cceptable& ' (eveloping& ) Proficient& and # *+emplar!) ,hec- .hich bo+es best reflect candidate performance for each area In determining& the overall average for each categor!& partial credit ma! be a.arded (i e & ) / .ould indicate performance bet.een proficient and e+emplar!) To calculate the final score for the si+ .eighted categories& add the points from each categor! and divide b! 0 In addition& attach a narrative .ith a brief description of the lesson& a summar! of candidate1s strengths& and suggestions for improvements (in particular for areas that .ere not acceptable or developing)
,ategor!
,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) 'a.'+ &oes not use lan,ua,e appropriate to developmental and s-ill level ' .'+ &oes not present content appropriate to developmental and s-ill level 'c.'+ &oes not challen,e students to thin- and(or develop s-ills at a more advanced level 'd.'+ Ma-es little or no ad3ustments 1or individual student di11erences

(eveloping (' 2 to ' 3 points) (,& ,5& 46) 'a.%+ .ses lan,ua,e some/hat appropriate to developmental and s-ill level ' .%+ Presents content some/hat appropriate to developmental and s-ill level 'c.%+ Minimall2 challen,es students to thinand(or develop s-ills at a more advanced level 'd.%+ Ma-es minimal ad3ustments 1or individual student di11erences

Proficient () 2 to ) 7 points) (4& 45& %6) 'a.*+ .ses lan,ua,e appropriate to developmental and s-ill level 0 ' .*+ Presents content appropriate to developmental and s-ill level 0 'c.*+ Challen,es some to most students to thin- and(or develop s-ills at a more advanced level 0 'd.*+ .ses di11erentiated instruction to provide 1or some to most individual student di11erences 0 %a.*+ Provides accurate in1ormation a out su 3ect matter$ includin, appropriate ac-,round or conte6tual in1ormation 0 % .*+ &elivers lesson that includes -e2 concepts$ themes$ and s-ills that are related to su 3ect area$ are /orth teachin,$ and e11ectivel2 uild on students' prior -no/led,e 0 %c.*+ Su 3ect matter appears to e meanin,1ul to students %d.*+ .ses appropriate

*+emplar! () 8 to # 2 points) (%& %5) 'a."+ .ses lan,ua,e appropriate to developmental and s-ill level and introduces more advanced lan,ua,e ' ."+ Presents content appropriate to developmental and s-ill level and re1erences more advanced content 'c."+ Challen,es most to all students to thin- and(or develop s-ills at a more advanced level 'd."+ .ses di11erentiated instruction to provide 1or most to all individual student di11erences$ includin, di11erent developmental levels$ 4LL$ and student /ith disa ilities %a."+ Provides accurate in1ormation a out su 3ect matter$ includin, si,ni1icant ac-,round or conte6tual in1ormation % ."+ &elivers lesson that includes -e2 concepts$ themes$ and s-ills that are related to su 3ect area$ /orth teachin,$ and su stantiall2 uild on students' prior -no/led,e %c."+ Su 3ect matter appears to e e6ceptionall2 meanin,1ul to students 0 %d."+ .ses a ran,e o1

,omments

" 9no.ledge of :earners

a) ) / b) ) / c) ) / d) ) 0

)/

' 9no.ledge and Use of Sub;ect <atter

a) ) 7 b) ) 7 c) ) 8 d) ) 7

%a.'+ 5n1ormation a out su 3ect matter is not accurate and does not include related ac-,round or conte6tual in1o % .'+ &elivers lesson that does not include -e2 concepts$ themes$ and s-ills related to su 3ect area and that does not uild on students' prior -no/led,e %c.'+ &oes not ma-e su 3ect matter meanin,1ul to students %d.'+ &oes not use

)7

%a.%+ 5n1ormation a out su 3ect matter is some/hat clear and includes some related ac-,round or conte6tual in1o % .%+ &elivers lesson that includes 1e/ -e2 concepts$ themes$ s-ills related to su 3ect area$ some/hat uilds on students' prior -no/led,e %c.%+ Su 3ect matter appears to e some/hat meanin,1ul to students %d.%+ .ses some/hat

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appropriate su 3ect-speci1ic peda,o,2

appropriate su 3ect-speci1ic peda,o,2

su 3ect-speci1ic peda,o,2 0

appropriate su 3ect-speci1ic peda,o,2

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,ategor!

,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) *a.'+ 5t is not evident that a lesson plan /as prepared

(eveloping (' 2 to ' 3 points) (,& ,5& 46) *a.%+ 5t is evident that a lesson plan /as created$ ut some re<uired elements o1 desi,nated lesson plan 1ormat are not delivered in the classroom or are poorl2 or,ani=ed * .%+ O 3ectives are some/hat clear

Proficient () 2 to ) 7 points) (4& 45& %6) *a.*+ 5t is evident that a lesson plan /as created$ and the re<uired elements o1 desi,nated lesson plan 1ormat are delivered in the classroom in an or,ani=ed /a2 * .*+ Most o 3ectives are clearl2 stated in ehavioral terms and ma-e connections to prior activit2 or lesson *c.*+ 4sta lishes an instructional routine 0

*+emplar! () 8 to # 2 points) (%& %5) *a."+ 5t is evident that a lesson plan /as created$ and the re<uired elements o1 desi,nated lesson plan 1ormat are delivered in the classroom in a sophisticated /a2 0 * ."+ All o 3ectives are clearl2 stated in ehavioral terms and ma-e connections to prior activit2 or lesson 0 *c."+ 4sta lishes instructional routine and adapts to une6pected circumstances

,omments

* .'+ O 3ectives are unclear a+ *.: + *.: c+ *.# d+ *.: e+ *.;

) S-ill in Planning

*c.'+ 4lements o1 instructional routine are missin,

*c.%+ 4lements o1 instructional routine are included$ ut poorl2 or,ani=ed in the deliver2 *d.%+ Poor or,ani=ation o1 activities

*.#

*d.'+ Little or no use o1 supplemental activities

*d.*+ Se<uences activities in a lo,ical$ developmental manner

*e.'+ Little or no use o1 supplemental instructional resources

*e.%+ Poor selection o1 instructional resources$ materials$ and technolo,ies

*e.*+ Selects appropriate instructional resources$ materials$ and technolo,ies 0

*d."+ Se<uences activities in a lo,ical$ developmental manner$ e6plicitl2 ma-in, connections to prior -no/led,e and previe/in, upcomin, content 0 *e."+ Selects instructional resources$ materials$ and technolo,ies that supplement lesson and sho/ e6ceptional creativit2

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,ategor!

,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) "a.'+ &oes not use motivational techni<ues

(eveloping (' 2 to ' 3 points) (,& ,5& 46) "a.%+ .ses some motivational techni<ues /ith limited success

Proficient () 2 to ) 7 points) (4& 45& %6) "a.*+ 411ectivel2 uses motivational techni<ues that create a classroom /here most learners are motivated 0 " .*+ 411ectivel2 uses a variet2 o1 /a2s to en,a,e most learners 0 "c.*+ 411ectivel2 paces lesson to accomplish o 3ectives$ includin, a conclusion at end o1 lesson 0

*+emplar! () 8 to # 2 points) (%& %5) "a."+ Sho/s si,ni1icant e6pertise 2 usin, a ran,e o1 motivational techni<ues that create a classroom o1 hi,hl2 motivated learners " ."+ Sho/s sophisticated use o1 multiple strate,ies to hi,hl2 en,a,e most learners "c."+ Sophisticated use o1 pacin, and lesson time to accomplish o 3ectives$ end lesson /ith a conclusion$ and seamlessl2 transition et/een instruction and activities "d."+ Sho/s sophisticated use o1 varied instructional approaches$ as appropriate "e."+ Communicates clearl2 and d2namicall2 usin, ver al and nonver al messa,es 0 "1."+ .ses sophisticated <uestionin, strate,ies to elicit student responses at the literal$ anal2tical$ and critical thin-in, levels and encoura,e students to e6press di11erent points o1 vie/ ",."+ Ad3usts to unplanned circumstances seamlessl2$ /ith onl2 mild disruption to the lesson 0

,omments

" .'+ &oes not en,a,e learners "c.'+ &oes not rin, lesson to closure a) ) 7 b) ) 7 c) ) 7 d) ) 7 e) # 2 f) ) / g) # 2

" .%+ 4n,a,es some learners "c.%+ Poor use o1 lesson time

Conclusion /as planned ut scheduled activit2 caused it to e postponed.

# S-ill in Teaching

"d.'+ &oes not var2 instructional approaches$ /hen appropriate "e.'+ &oes not communicate clearl2 "1.'+ Little or no use o1 <uestionin, strate,ies to promote critical thin-in,

"d.%+ Some/hat success1ul at var2in, instructional approaches$ /hen appropriate "e.%+ Communicates clearl2 some o1 the time "1.%+ Some/hat success1ul at usin, <uestionin, strate,ies to elicit student responses at the literal$ anal2tical$ and critical thin-in, levels ",.%+ Ad3usts poorl2 to unplanned circumstances

"d.*+ 411ectivel2 uses more than one instructional approach$ as appropriate 0 "e.*+ Communicates clearl2 usin, ver al and nonver al messa,es "1.*+ Ade<uatel2 uses <uestionin, strate,ies to elicit student responses at the literal$ anal2tical$ and critical thin-in, levels 0 ",.*+ Ad3usts to unplanned circumstances /ith some interruption to lesson

)8

",.'+ Little or no ad3ustment to unplanned circumstances

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,ategor!

,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) ;a.'+ Teacher and students appear uncom1orta le

(eveloping (' 2 to ' 3 points) (,& ,5& 46) ;a.%+ Sho/s rapport /ith some students

Proficient () 2 to ) 7 points) (4& 45& %6) ;a.*+ Sho/s ade<uate rapport /ith most students

*+emplar! () 8 to # 2 points) (%& %5) ;a."+ Sho/s e6ceptional rapport$ /hich is rela6ed and 1ocused on learnin, rather than discipline$ /ith most to all students 0 ; ."+ Sophisticated use o1 a variet2 o1 classroom mana,ement techni<ues that contri ute to a seamless lesson deliver2 ;c."+ >uilds class communit2 /ith si,ni1icant opportunit2 to participate and most to all students are involved ;d."+ ?andles attention,ettin, ehavior in a /a2 that is timel2 and sho/s e6ceptional sensitivit2 ;e."+ Sho/s e6ceptional level o1 patience /ith most to all students 0 ;1."+ Sho/s si,ns o1 criticall2 listenin, and thou,ht1ull2 responds to student /or- and ideas ;,."+ Sophisticated use o1 positive rein1orcement and sensitive correction mista-es in most to all cases ;h.'+ .ses sophisticated strate,ies to promotes sensitivit2 to diversit2 issues$ includin, di11erences in ethnicit2$ lan,ua,e$ ,ender$ and socioeconomic status

,omments

; .'+ &oes not use a variet2 o1 classroom mana,ement techni<ues ;c.'+ &oes not uild class communit2 / S-ill in (eveloping ,aring :earning
*nvironments

; .%+ .ses a limited ran,e o1 classroom mana,ement techni<ues ;c.%+ Some attempt to uild class communit2 /ith a 1e/ opportunities 1or students to participate ;d.%+ ?as some di11icult2 handlin, attention-,ettin, ehavior ;e.%+ Sho/s some de,ree o1 patience /ith students ;1.%+ 7esponses to student /or- and ideas sho/ a limited de,ree o1 thou,ht1ulness ;,.%+ Some/hat uses positive rein1orcement and corrects mista-es in a sensitive /a2 in some cases ;h.'+ Some/hat promotes sensitivit2 to diversit2 issues

; .*+ Ade<uatel2 uses a variet2 o1 classroom mana,ement techni<ues 0 ;c.*+ >uilds class communit2 /ith ade<uate opportunit2 to participate and most students are involved 0 ;d."+ ?andles attention,ettin, ehavior in a timel2 and appropriate /a2 0 ;e.*+ Sho/s appropriate level o1 patience /ith most students ;1.*+ Thou,ht1ull2 responds to student /or- most o1 the time 0 ;,.*+ 411ectivel2 uses positive rein1orcement and corrects mista-es in a sensitive /a2 in most cases 0 ;h.'+ 411ectivel2 promotes sensitivit2 to diversit2 issues$ includin, di11erences in ethnicit2$ lan,ua,e$ ,ender$ and socioeconomic status

and Sho.ing Respect for Students

a) ) 8 b) ) 7 c) ) 0 d) ) 7 e) # 2 f) ) 7 g) ) 7

;d.'+ 5s not a le to handle attention-,ettin, ehavior ;e.'+ &oes not sho/ patience /ith students ;1.'+ &oes not respond thou,ht1ull2 to student /orand ideas ;,.'+ &oes not use positive rein1orcement and does not correct mista-es in a sensitive /a2 ;h.'+ &oes not promote sensitivit2 to diversit2 issues

)8

NA

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,ategor!

,ategor! %verage

(" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) )a.'+ No si,ns o1 assessment strate,ies

) .'+ &oes not provide 1eed ac- to student a) ) / b) ) 7 c) ) / d) ) / e) ) /

(eveloping (' 2 to ' 3 points) (,& ,5& 46) )a.%+ Some/hat success1ul at usin, a strate,2 to chec- i1 students understand in1ormation ) .%+ Provides some/hat help1ul 1eed ac- to students

Proficient () 2 to ) 7 points) (4& 45& %6) )a.*+ 411ectivel2 uses a strate,2 to chec- i1 students understand in1ormation ) .*+ Provides help1ul 1eed ac- to students most o1 the time

0 S-ill in %ssessment and Impact on Student :earning

)c.'+ &oes not use assessment in1ormation to ,uide instruction$ )d.'+ &oes not match assessments to instructional o 3ectives )e.'+ >2 end o1 lesson$ 1e/ students demonstrate satis1actor2 achievement o1 o 3ectives

)c.%+ Some/hat uses assessment to ,uide instruction )d.%+ Some/hat matches assessments to instructional o 3ectives )e.%+ >2 end o1 lesson$ some students demonstrate satis1actor2 achievement o1 o 3ectives

)/

)c.*+ Ade<uatel2 uses assessment in1ormation to ,uide instruction$ as appropriate )d.*+ Matches assessments most instructional o 3ectives )e.*+ >2 end o1 lesson$ most students demonstrate satis1actor2 achievement o1 o 3ectives or have made satis1actor2 pro,ress

*+emplar! () 8 to # 2 points) (%& %5) )a."+ Sophisticated use o1 a variet2 o1 strate,ies to chec- i1 students understand in1ormation ) ."+ Provides help1ul 1eed ac- to students most o1 the time$ ,ivin, attention oth to content and the individual student's thou,hts a out the su 3ect )c."+ Sophisticated use o1 assessment in1ormation to ,uide instruction$ as appropriate )d."+ Matches assessments to most to all instructional o 3ectives$ as applica le )e."+ >2 end o1 lesson$ most students demonstrate si,ni1icant achievement o1 o 3ectives or have made si,ni1icant pro,ress

,omments

Sum of Total Points

Total %verage
@&ivide total points 2 ) A round score to nearest tenth.+

%%.9
If average is belo. ' 2 (4elo. ,) = $ot %cceptable If average is ' 2 to ' 3 (,& ,5& 46) = (eveloping If average is ) 2 to ) 7 (4& 45& %6) = Proficient If average is above ) 7 (%& %5) = *+emplar!

)7
#a.'+ Appears uninterested and unmotivated # .'+ &urin, postcon1erence$ does not sho/ si,ns o1 sel1-re1lection a out ho/ to improve teachin, #a.%+ &emonstrates a some/hat positive attitude # .%+ &urin, postcon1erence$ sho/s some si,ns o1 sel1-re1lection and o11ers some thou,hts a out ho/ to enhance teachin, #a.*+ &emonstrates a positive attitude throu,hout the lesson # .*+ &urin, postcon1erence$ ade<uatel2 re1lects on the lesson's stren,ths and needs and o11ers su,,estions a out ho/ to enhance teachin, #c.*+ Ade<uatel2 accepts su,,estions 1or ,ro/th and$ in su se<uent o servations$ assimilates the su,,estions #a."+ &emonstrates a stron, positive attitude and maintains hi,h ener,2 and enthusiasm throu,hout the entire lesson 0 # ."+ &urin, postcon1erence$ purpose1ull2 anal2=es lesson's stren,ths and identi1ies speci1ic strate,ies a out ho/ to enhance teachin,

7 ,ommitment to Teaching >

Professionalism

#c.'+ 5s resistant to #c.%+ Sho/s some #c."+ 46tremel2 open to su,,estions$ and in reservations a out su,,estions and$ in su se<uent su se<uent o servations$ su,,estions and$ in o servations$ sho/s does not assimilate su se<uent o servations$ considera le pro,ress in areas assimilates some su,,estions su,,estions su,,ested 0 8 $arrative: Attach additional pages to describe the lesson briefly, highlight teacher candidates strengths, and offer suggestions for improvements. Pa,e ) 7ev.#-8-9#

SUMMARY This literacy/social studies lesson was videotaped in a school that doesnt permit students to be seen but their voices were heard. The lesson began with the whole group on the carpet. Then the students wor!ed at various centers with "auren teaching a #ournal writing/drawing lesson. "auren began lesson by e$plaining that a visitor was coming to %Y& who needed to !now where to go. Students were as!ed to name landmar!s that they have been learning about 'or several wee!s in social studies unit. The children enthusiastically participated o''ering names o' many landmar!s and answering (uestions about them. Students identi'ied initial sounds and letters 'or the name o' each landmar! such as ) 'or )ar!. "ater when "auren wor!ed at a table with students wor!ing on their #ournals the names o' the landmar!s were available 'or them to copy. *ther students traced the words a'ter "auren wrote them in their boo!s. STR+%,T-S The students enthusiastically participated in the lesson. )ositive warm rapport between students and teacher was apparent even without seeing childrens 'aces. The students had the opportunity to o''er comments about the landmar!s as well as answer (uestions to review what they have learned. The initial sounds o' the words were reviewed at the conclusion o' the whole group lesson. The lesson included visual as well as aural learning opportunities. ,ood behavior management techni(ues. students reminded to /raise (uiet hands0 students complimented 'or 'ollowing rules and routines. 1i''erentiated instruction was o''ered by di''erent e$pectations during #ournal writing. SU,,+ST2*%S 3hen teaching initial sounds sounds can be e$aggerated to insure that children identi'y and isolate them. 3hen teaching consonant sounds care'ully isolate 'rom vowel sounds. 4or e$ample say /r5r0 not 6ruh0. Student who o''ered letter c 'or initial sound in statue could be told she was correct that /& says /s/ sound in many words but in this word another letter says /s/ sound. / ,ive the same student the opportunity to come up with the letter s so her turn 'eels success'ul. 3hen students o''ering comments prompt those answering with one or two words to use sentences 7li!e most o' the children did8. 4or e$ample say. /&an you tell me your good idea again saying the words /A good landmar! to visit is 99999990.

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