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Teacher Candidate's Name: LAUREN SALMON S !

er"isor's Name: S#Antar Co rse and Section N m$er: ''', sec#(

Student Teaching/Practicum Observation Rubric

School Site: Merricats O$ser"ation %: & )ate: **+*&+*&

Grade: 4s, 5s

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 se lan- a-e a!!ro!riate to de"elo!mental and s.ill le"el

(eveloping (' 2 to ' 3 points) (,& ,5& 46) *a#(, Uses lan- a-e some/hat a!!ro!riate to de"elo!mental and s.ill le"el *$#(, 4resents content some/hat a!!ro!riate to de"elo!mental and s.ill le"el *c#(, Minimall2 challen-es st dents to thin. and+or de"elo! s.ills at a more ad"anced le"el *d#(, Ma.es minimal ad7 stments 5or indi"id al st dent di55erences

Proficient () 2 to ) 7 points) (4& 45& %6) *a#&, Uses lan- a-e a!!ro!riate to de"elo!mental and s.ill le"el 0 *$#&, 4resents content a!!ro!riate to de"elo!mental and s.ill le"el 0 *c#&, Challen-es some to most st dents to thin. and+or de"elo! s.ills at a more ad"anced le"el 0 *d#&, Uses di55erentiated instr ction to !ro"ide 5or some to most indi"id al st dent di55erences 0 (a#&, 4ro"ides acc rate in5ormation a$o t s $7ect matter, incl din- a!!ro!riate $ac.-ro nd or conte8t al in5ormation 0 ($#&, )eli"ers lesson that incl des .e2 conce!ts, themes, and s.ills that are related to s $7ect area, are /orth teachin-, and e55ecti"el2 $ ild on st dents' !rior .no/led-e 0 (c#&, S $7ect matter a!!ears to $e meanin-5 l to st dents 0 (d#&, Uses a!!ro!riate

*+emplar! () 8 to # 2 points) (%& %5) *a#4, Uses lan- a-e a!!ro!riate to de"elo!mental and s.ill le"el and introd ces more ad"anced lan- a-e *$#4, 4resents content a!!ro!riate to de"elo!mental and s.ill le"el and re5erences more ad"anced content *c#4, Challen-es most to all st dents to thin. and+or de"elo! s.ills at a more ad"anced le"el *d#4, Uses di55erentiated instr ction to !ro"ide 5or most to all indi"id al st dent di55erences, incl din- di55erent de"elo!mental le"els, ELL, and st dent /ith disa$ilities (a#4, 4ro"ides acc rate in5ormation a$o t s $7ect matter, incl din- si-ni5icant $ac.-ro nd or conte8t al in5ormation ($#4, )eli"ers lesson that incl des .e2 conce!ts, themes, and s.ills that are related to s $7ect area, /orth teachin-, and s $stantiall2 $ ild on st dents' !rior .no/led-e (c#4, S $7ect matter a!!ears to $e e8ce!tionall2 meanin-5 l to st dents (d#4, Uses a ran-e o5

,omments

" 9no.ledge of :earners

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

*$#*, )oes not !resent content a!!ro!riate to de"elo!mental and s.ill le"el *c#*, )oes not challen-e st dents to thin. and+or de"elo! s.ills at a more ad"anced le"el *d#*, Ma.es little or no ad7 stments 5or indi"id al st dent di55erences

1rite /ith st dents or !re!are chart /ith /ords 2o 3re 6ntrod cin-#

)/

Enco ra-e st dents to tell /hat the2 /ill /rite or )ra/ in 7o rnals#

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

a) ) 0 b) ) / c) ) 0 d) ) 8

(a#*, 6n5ormation a$o t s $7ect matter is not acc rate and does not incl de related $ac.-ro nd or conte8t al in5o ($#*, )eli"ers lesson that does not incl de .e2 conce!ts, themes, and s.ills related to s $7ect area and that does not $ ild on st dents' !rior .no/led-e (c#*, )oes not ma.e s $7ect matter meanin-5 l to st dents (d#*, )oes not se

)0

(a#(, 6n5ormation a$o t s $7ect matter is some/hat clear and incl des some related $ac.-ro nd or conte8t al in5o ($#(, )eli"ers lesson that incl des 5e/ .e2 conce!ts, themes, s.ills related to s $7ect area, some/hat $ ilds on st dents' !rior .no/led-e (c#(, S $7ect matter a!!ears to $e some/hat meanin-5 l to st dents (d#(, Uses some/hat

Great se o5 !hotos

Great com!arinlen-th o5 $rid-e to streets,

More children mi-ht ha"e tal.ed more a$o t their E8!eriences on

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a!!ro!riate s $7ect9s!eci5ic !eda-o-2

a!!ro!riate s $7ect9s!eci5ic !eda-o-2

s $7ect9s!eci5ic !eda-o-2

a!!ro!riate s $7ect9s!eci5ic !eda-o-2 0

<< or others

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,ategor!

,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) &a#*, 6t is not e"ident that a lesson !lan /as !re!ared

(eveloping (' 2 to ' 3 points) (,& ,5& 46) &a#(, 6t is e"ident that a lesson !lan /as created, $ t some re> ired elements o5 desi-nated lesson !lan 5ormat are not deli"ered in the classroom or are !oorl2 or-ani?ed &$#(, O$7ecti"es are some/hat clear

Proficient () 2 to ) 7 points) (4& 45& %6) &a#&, 6t is e"ident that a lesson !lan /as created, and the re> ired elements o5 desi-nated lesson !lan 5ormat are deli"ered in the classroom in an or-ani?ed /a2 &$#&, Most o$7ecti"es are clearl2 stated in $eha"ioral terms and ma.e connections to !rior acti"it2 or lesson 0 &c#&, Esta$lishes an instr ctional ro tine 0

*+emplar! () 8 to # 2 points) (%& %5) &a#4, 6t is e"ident that a lesson !lan /as created, and the re> ired elements o5 desi-nated lesson !lan 5ormat are deli"ered in the classroom in a so!histicated /a2 0 &$#4, All o$7ecti"es are clearl2 stated in $eha"ioral terms and ma.e connections to !rior acti"it2 or lesson &c#4, Esta$lishes instr ctional ro tine and ada!ts to ne8!ected circ mstances

,omments

@idden !ict re !ro"ided hi-h interest

&$#*, O$7ecti"es are nclear

) S-ill in Planning

a, &#= $, &#' c, &#5 d, &#' e, &#=

&c#*, Elements o5 instr ctional ro tine are missin-

&c#(, Elements o5 instr ctional ro tine are incl ded, $ t !oorl2 or-ani?ed in the deli"er2 &d#(, 4oor or-ani?ation o5 acti"ities

&#'

&d#*, Little or no se o5 s !!lemental acti"ities

&d#&, Se> ences acti"ities in a lo-ical, de"elo!mental manner 0

&e#*, Little or no se o5 s !!lemental instr ctional reso rces

&e#(, 4oor selection o5 instr ctional reso rces, materials, and technolo-ies

&e#&, Selects a!!ro!riate instr ctional reso rces, materials, and technolo-ies

&d#4, Se> ences acti"ities in a lo-ical, de"elo!mental manner, e8!licitl2 ma.inconnections to !rior .no/led-e and !re"ie/in- !comincontent &e#4, Selects instr ctional reso rces, materials, and technolo-ies that s !!lement lesson and sho/ e8ce!tional creati"it2 0

Great materials 5or $ ildin- $rid-e

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,ategor!

,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) 4a#*, )oes not se moti"ational techni> es

(eveloping (' 2 to ' 3 points) (,& ,5& 46) 4a#(, Uses some moti"ational techni> es /ith limited s ccess

Proficient () 2 to ) 7 points) (4& 45& %6) 4a#&, E55ecti"el2 ses moti"ational techni> es that create a classroom /here most learners are moti"ated 0 4$#&, E55ecti"el2 ses a "ariet2 o5 /a2s to en-a-e most learners 0 4c#&, E55ecti"el2 !aces lesson to accom!lish o$7ecti"es, incl din- a concl sion at end o5 lesson 0

*+emplar! () 8 to # 2 points) (%& %5) 4a#4, Sho/s si-ni5icant e8!ertise $2 sin- a ran-e o5 moti"ational techni> es that create a classroom o5 hi-hl2 moti"ated learners 4$#4, Sho/s so!histicated se o5 m lti!le strate-ies to hi-hl2 en-a-e most learners 4c#4, So!histicated se o5 !acin- and lesson time to accom!lish o$7ecti"es, end lesson /ith a concl sion, and seamlessl2 transition $et/een instr ction and acti"ities 4d#4, Sho/s so!histicated se o5 "aried instr ctional a!!roaches, as a!!ro!riate 4e#4, Comm nicates clearl2 and d2namicall2 sin- "er$al and non"er$al messa-es 0 45#4, Uses so!histicated > estionin- strate-ies to elicit st dent res!onses at the literal, anal2tical, and critical thin.inle"els and enco ra-e st dents to e8!ress di55erent !oints o5 "ie/ 4-#4, Ad7 sts to n!lanned circ mstances seamlessl2, /ith onl2 mild disr !tion to the lesson 0

,omments

4$#*, )oes not en-a-e learners 4c#*, )oes not $rin- lesson to clos re a) ) # b) ) # c) ) / d) ) 0 e) ) 8 f) ) 2 g) ) 8

4$#(, En-a-es some learners 4c#(, 4oor se o5 lesson time

4erha!s connect all center acti"ities to 5irst !art o5 lesson# )isc ssion and o!!ort nit2 5or > estions d rinclos re /as -ood

# S-ill in Teaching

4d#*, )oes not "ar2 instr ctional a!!roaches, /hen a!!ro!riate 4e#*, )oes not comm nicate clearl2 45#*, Little or no se o5 > estionin- strate-ies to !romote critical thin.in-

4d#(, Some/hat s ccess5 l at "ar2ininstr ctional a!!roaches, /hen a!!ro!riate 4e#(, Comm nicates clearl2 some o5 the time 45#(, Some/hat s ccess5 l at sin> estionin- strate-ies to elicit st dent res!onses at the literal, anal2tical, and critical thin.in- le"els 4-#(, Ad7 sts !oorl2 to n!lanned circ mstances

4d#&, E55ecti"el2 ses more than one instr ctional a!!roach, as a!!ro!riate 0 4e#&, Comm nicates clearl2 sin- "er$al and non"er$al messa-es 45#&, Ade> atel2 ses > estionin- strate-ies to elicit st dent res!onses at the literal, anal2tical, and critical thin.in- le"els 0 4-#&, Ad7 sts to n!lanned circ mstances /ith some interr !tion to lesson

)/

Good o!en9ended > estion to $e-in lesson

4-#*, Little or no ad7 stment to n!lanned circ mstances

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,ategor!

,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) 5a#*, Teacher and st dents a!!ear ncom5orta$le

(eveloping (' 2 to ' 3 points) (,& ,5& 46) 5a#(, Sho/s ra!!ort /ith some st dents

Proficient () 2 to ) 7 points) (4& 45& %6) 5a#&, Sho/s ade> ate ra!!ort /ith most st dents

*+emplar! () 8 to # 2 points) (%& %5) 5a#4, Sho/s e8ce!tional ra!!ort, /hich is rela8ed and 5oc sed on learnin- rather than disci!line, /ith most to all st dents 0 5$#4, So!histicated se o5 a "ariet2 o5 classroom mana-ement techni> es that contri$ te to a seamless lesson deli"er2 0 5c#4, < ilds class comm nit2 /ith si-ni5icant o!!ort nit2 to !artici!ate and most to all st dents are in"ol"ed 5d#4, @andles attention9 -ettin- $eha"ior in a /a2 that is timel2 and sho/s e8ce!tional sensiti"it2 5e#4, Sho/s e8ce!tional le"el o5 !atience /ith most to all st dents 0 55#4, Sho/s si-ns o5 criticall2 listenin- and tho -ht5 ll2 res!onds to st dent /or. and ideas 0 5-#4, So!histicated se o5 !ositi"e rein5orcement and sensiti"e correction mista.es in most to all cases 0 5h#*, Uses so!histicated strate-ies to !romotes sensiti"it2 to di"ersit2 iss es, incl din- di55erences in ethnicit2, lan- a-e, -ender, and socioeconomic stat s

,omments

St dents also seemed "er2 com5orta$le /ith 2o

5$#*, )oes not se a "ariet2 o5 classroom mana-ement techni> es 5c#*, )oes not $ ild class comm nit2 / S-ill in (eveloping ,aring :earning
*nvironments

5$#(, Uses a limited ran-e o5 classroom mana-ement techni> es 5c#(, Some attem!t to $ ild class comm nit2 /ith a 5e/ o!!ort nities 5or st dents to !artici!ate 5d#(, @as some di55ic lt2 handlin- attention9-ettin$eha"ior 5e#(, Sho/s some de-ree o5 !atience /ith st dents 55#(, Res!onses to st dent /or. and ideas sho/ a limited de-ree o5 tho -ht5 lness 5-#(, Some/hat ses !ositi"e rein5orcement and corrects mista.es in a sensiti"e /a2 in some cases 5h#*, Some/hat !romotes sensiti"it2 to di"ersit2 iss es

5$#&, Ade> atel2 ses a "ariet2 o5 classroom mana-ement techni> es 5c#&, < ilds class comm nit2 /ith ade> ate o!!ort nit2 to !artici!ate and most st dents are in"ol"ed 0 5d#4, @andles attention9 -ettin- $eha"ior in a timel2 and a!!ro!riate /a2 0 5e#&, Sho/s a!!ro!riate le"el o5 !atience /ith most st dents 55#&, Tho -ht5 ll2 res!onds to st dent /or. most o5 the time 5-#&, E55ecti"el2 ses !ositi"e rein5orcement and corrects mista.es in a sensiti"e /a2 in most cases 5h#*, E55ecti"el2 !romotes sensiti"it2 to di"ersit2 iss es, incl din- di55erences in ethnicit2, lan- a-e, -ender, and socioeconomic stat s

and Sho.ing Respect for Students

%) # 2 4) ) 8 ,) ) / () ) 0 *) ) 8 =) ) 8 >) ) 8

5d#*, 6s not a$le to handle attention9-ettin- $eha"ior 5e#*, )oes not sho/ !atience /ith st dents 55#*, )oes not res!ond tho -ht5 ll2 to st dent /or. and ideas 5-#*, )oes not se !ositi"e rein5orcement and does not correct mista.es in a sensiti"e /a2 5h#*, )oes not !romote sensiti"it2 to di"ersit2 iss es

Children !aid e8cellent attention to 2o A

)8

6t /as -ood to -i"e $o2, /ho tho -ht he heard his name, a t rn N#A#

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,ategor!

,ategor! %verage

(" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) Ba#*, No si-ns o5 assessment strate-ies

B$#*, )oes not !ro"ide 5eed$ac. to st dent a) ' 3 b) ) ) c) ' 3 d) ) ) e) ) 7

(eveloping (' 2 to ' 3 points) (,& ,5& 46) Ba#(, Some/hat s ccess5 l at sin- a strate-2 to chec. i5 st dents nderstand in5ormation 0 B$#(, 4ro"ides some/hat hel!5 l 5eed$ac. to st dents

Proficient () 2 to ) 7 points) (4& 45& %6) Ba#&, E55ecti"el2 ses a strate-2 to chec. i5 st dents nderstand in5ormation B$#&, 4ro"ides hel!5 l 5eed$ac. to st dents most o5 the time 0

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

)'

Bc#*, )oes not se assessment in5ormation to - ide instr ction, Bd#*, )oes not match assessments to instr ctional o$7ecti"es Be#*, <2 end o5 lesson, 5e/ st dents demonstrate satis5actor2 achie"ement o5 o$7ecti"es

Bc#(, Some/hat ses assessment to - ide instr ction 0 Bd#(, Some/hat matches assessments to instr ctional o$7ecti"es Be#(, <2 end o5 lesson, some st dents demonstrate satis5actor2 achie"ement o5 o$7ecti"es

Bc#&, Ade> atel2 ses assessment in5ormation to - ide instr ction, as a!!ro!riate Bd#&, Matches assessments most instr ctional o$7ecti"es 0 Be#&, <2 end o5 lesson, most st dents demonstrate satis5actor2 achie"ement o5 o$7ecti"es or ha"e made satis5actor2 !ro-ress 0

*+emplar! () 8 to # 2 points) (%& %5) Ba#4, So!histicated se o5 a "ariet2 o5 strate-ies to chec. i5 st dents nderstand in5ormation B$#4, 4ro"ides hel!5 l 5eed$ac. to st dents most o5 the time, -i"in- attention $oth to content and the indi"id al st dent's tho -hts a$o t the s $7ect Bc#4, So!histicated se o5 assessment in5ormation to - ide instr ction, as a!!ro!riate Bd#4, Matches assessments to most to all instr ctional o$7ecti"es, as a!!lica$le Be#4, <2 end o5 lesson, most st dents demonstrate si-ni5icant achie"ement o5 o$7ecti"es or ha"e made si-ni5icant !ro-ress

,omments

Co mi-ht record details st dents recall

Sum of Total Points Total %verage


D)i"ide total !oints $2 B E ro nd score to nearest tenth#,

(*#&
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!

)0
'a#*, A!!ears ninterested and nmoti"ated 'a#(, )emonstrates a some/hat !ositi"e attit de 'a#&, )emonstrates a !ositi"e attit de thro -ho t the lesson

'a#4, )emonstrates a stron!ositi"e attit de and maintains hi-h ener-2 and enth siasm thro -ho t the entire lesson 0 '$#*, ) rin- !ost9 '$#(, ) rin- !ost9 '$#&, ) rin- !ost9 '$#4, ) rin- !ost9 con5erence, does not sho/ con5erence, sho/s some con5erence, ade> atel2 con5erence, ! r!ose5 ll2 7 si-ns o5 sel59re5lection a$o t si-ns o5 sel59re5lection and re5lects on the lesson's anal2?es lesson's stren-ths ,ommitment ho/ to im!ro"e teachino55ers some tho -hts a$o t stren-ths and needs and and identi5ies s!eci5ic strate-ies to Teaching A ho/ to enhance teachino55ers s --estions a$o t ho/ a$o t ho/ to enhance teachinProfessionalism to enhance teachin0 'c#*, 6s resistant to 'c#(, Sho/s some 'c#&, Ade> atel2 acce!ts 'c#4, E8tremel2 o!en to s --estions, and in reser"ations a$o t s --estions 5or -ro/th and, in s --estions and, in s $se> ent s $se> ent o$ser"ations, s --estions and, in s $se> ent o$ser"ations, o$ser"ations, sho/s does not assimilate s $se> ent o$ser"ations, assimilates the s --estions considera$le !ro-ress in areas assimilates some s --estions s --estions s --ested 0 8 $arrative: Attach additional pages to describe the lesson briefly, highlight teacher candidates strengths, and offer suggestions for improvements. 4a-e B Re"#'9:9;'

Summary As part of unit on structures and locations in NYC, social studies lesson about Brooklyn Bridge. Teacher introduced facts/history of Brooklyn Bridge ith photographs children took turns sharing ith classmates as ell as large hidden picture that as unco!ered fact by fact. After group lesson on carpet, students chosen to ork at !arious centers. "auren e#plained that all students ould ha!e turn to make their o n Brooklyn Bridge at her center ith !arious materials $ clay, pipe cleaners, craft sticks, etc. %ach student ould get turn to construct bridge today or another day. All students returned to carpet after centers to recall facts and ask &uestions about the bridge. Strengths 'igh(interest lesson $ most students appeared interested and remained focused on teacher throughout. "esson began ith open(ended &uestion to problem sol!e. After describing problem, time gi!en for all students to think of ans ers. )any students participated by finding fact cards ith correct number of dots, sharing photos ith classmates. *ell(organi+ed lesson, attracti!e teacher(made materials, students, acti!ity materials prepared. All students, ideas recei!ed positi!e !erbal and non(!erbal responses from teacher. -ood idea to photograph student structures. Suggestions %ncourage more participation by students during lesson to encourage their &uestions and comments. .erhaps offer fe er facts on each fact card, omitting names, dates. /ifferentiation0 Sho students library books about bridges students can look at to e#tend learning at another time. All or most center acti!ities could be tied into Brooklyn Bridge lesson, especially 1ournal riting, blocks. T o part base for each student,s construction might inspire more bridge(like structures. 2Similarly, blue paper %ast 3i!er in block area could be used.4 5f possible, take photos of students holding their 6bridges7. 2*hen lead teacher0 students can be reminded to use &uieter !oices to increase students, ability to talk and hear one another.4

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