LESSON OBSERVATION REPORT: TEACHING/LEARNING SITUATION Developed Utilizing CEP Teacher Candidate Quality Standards Rubric. Descriptions include criteria up to proficient for an in-service teacher What is/are the learning target(s) for the day? Ateclenty Leill be? ar hual sedance) Wiltuw the Aekeele, tend due 1. Demonstration of Mastery of FEEDBACK Pedagogical Expertise inthe | 3 ely } Content i $ g gle /elg/t 3 &|gje|3 2 ‘Lesson pans avaiable and fos appropiate ‘bjectves, Colorado Academic Sanders, and Mluitee Laser pple 4 secant re (©) inlets iesor tat comes sec eng Neough, Wik & rng oberves acme rete pen caine x lpg Hi Gut Oluppohling (©) Demonstrates trawiedge of varical and Cv, thus abv for honzontlelgnmerts he pace osc ea fretens, thew i. (E) Scaffold questions, concepts, and skis based a Conphcle /plaw. fa segues of ering, ses stucionl isnon beng ingt sroarepes end ta ; oppor fr suderso make cmecon to Sscnderact ah thes, prer een pnts dened that your tack ‘Pidoger at ebgts berg cect, ae Atetdetla, aba He ulna eatery Pees me y Ataha tial Lucdone} ‘oe eoples une ‘i fppot inguy, bby thawte egenseal : (Py Antipas rieconepton and edeeste thas appieach,. Ior-tucarrple ! Surin ncston, faces exporaton ast ; slow sues oak quasions and conta rew Feiaee meaning pert agen ete © (Ghar coarse Fe trode chor gest sndetette] Spotters rune pes nc Coectl ego (0) Enpoysreretoral ees tance mn on back. ifetigs / Dupree ae Mere, nomorcy and enguge development arose contr eran, make readng an corte K Specticlanguage scene to eudets. {Py Mates rierdscpin comectos expt, IRogratslrey sees oient reas tnd ‘Sega mabe pon cco cion reas otCeebraton: tan clucely wate that gee dee tes Laneteg dhe laotarete of Abe ti Hat Tate Clete 2 bee, Fak anal Anat le au sae [es pe te Le eng ee (atgusith be gt yew 0. Gow have a thew oceon, Ut yes? aateus nul - Atgpuncubalane, crow avanen sips Ln yore lessen plese Leider’ a ctommodakons|putdyieatexa), SA thsdtd Ae acmethint, ee Ltek Ee) ee comehioty Me peeps or Cpeecad niuls atydeat ey) jet B- Reute he necks Mere Aime, odscctel Only L2H ised g6 47 anes Lid. Dace tend seee eNOS] Learning Environment _ FEEDBACK ® Maintsine Safety of students and environment, a nurturing and cai {elationship with each student ‘cleat ecatons for student behavior, and er alues and routines to guide instruction (©) Factitates accountability to school and Glass procedures and routines, consistonty rektroes expect, lakes maximum use of time ‘verooking nconsoquenal behave, tenon Positive behavior, and | eplererting purposet pach sr ofcet Sh twas peer fe bedtie 0 ayeur dtudevls then Mey Cava ti and Lath for Onneuntisccaly . Ele ye he lccraed Me twat 7 Me at [aedenl. Vato towel Herren p, Apfel Aesig Nappy heakdag 2 other aspects 0 (E) Acknowie (Areas a tenes ae perspectives, creates an environment where diversity is used to further student learning. instruction that reflect diver ‘experiences, and diferent points of view. (P) Delivers lessons to ensure students’ backgrounds and knowedge are considered, ‘capitalizes on diversity as an asset in the ‘classroom, uses mate lessons that ‘counteract stereotypes contributions of all cultures. Reems cenaagh FEO Cay Cemnucne leg - hes fester elatceashyse for ahitit i ‘With back Cbney, Lwerde pipe LEA carly Plonede ate A) eppestene fet these Dra qeeupo® FAP bnew ban akethed a duce Der Prshape se & et eb Aelatinheg {E) Recognizes that students have a variety of Teaming needs and interests, addresses individual student needs by adapting he Snvironment, and collaborates with specialists iho ean support the learning needs of students. (©) Implements a variety of inclusion, intervention, or enrichment practioas fo arlgrees unique fearing needs and interacts, aeejements recommendations of SPeciaiss improreaguas to address student needs, and ane cages te values and contbutons of Shidents regardless of backgrounds OF abilities. {) Initiates collaboration wit colleagues to (P)Aistand and respond to student Joao needs, provides challenging ‘opportunities and Prov udents to sel-slect tasks that their learning, and int self instruction. advocacy skills into it ‘an environment that is inviting (&) Establishes © Files andlor significant acu ‘and 1 arationships with students thelr families, andlor significant to initiate (0) Uses 2 vari ‘communication ‘adults in the school ‘of methods ety fais andlor significant 1 and community. ath Coiled cee include Chih. Phto decbe Sormetiee only a oeEe Oe eves ETOCUVO Instruction FEEDBACK '& (E) Demonstrates knowledge ofthe inerraatedness of students’ intelectual, ‘Socal, and emotional development (©) Engages students in developmentally ‘appropriate leaning {P) Implements knowledge gained from Colleagues with expertise in chid and ‘2dolescent development to improve the quality of instruction. B.” © Determines students’ curent ski levels ‘and uses tha information to plan instruction, Selects assessment stategies aligned to the leaming objectives, monitors student leaning In relation tothe objectives, shares feecback (on student progress wit faies andor significant aduts| (0) Uses assessment results to guide realtime ‘adjustments to instruction, evaluates and ‘documents student performance based on ‘multiple measures, provides timely feedback to students tha is academically focused, frequent, and high quality (P) Provides opportunties that encourage ‘students to take academic risks based on ‘assessment results, teaches students to use feedback to improve learing. ¢. (E) Employs strategies and procedures to tenoure students have equitable access to avalable technology, assesses avaible {technology to use wih instruction. (D) Uses available technology to facilitate ‘dassream instucion, develop stunts Knowledge and skis, models responsible and ethical use of technology and applications. {P) Integrates avaiable technology to enhance cxeatviy, eal thinking, problem-solving, use of iformason, communication, end ealaboraton + thang fe ae tat fect. Yypira ly au At Dee Cypliteatorne VD Hishey Lech Stab pee ena Wap apudeels “pete On ere yet nalled be. gues ecesied #3 Bein Ae) bran! aL Bua ts ae prictsec Y Atte ints Hhehnege, Pinan sdisicias Gabe dtass 0 Good Nmiaded he Spat %o oe eg the Lely based He aloo cid a om reo g Proveding Hho fivephte- — Adi 0-Andeag Fe tac, fe wee ee Ee, hieded Ta! peed Sane fe the beak hes Le fo wok heeth Phen» That Oru tatecieati tre Cuil pry Mp for dive ty Lhew wt Lhe atlorty the back Aten. ter Ateey Spee jaeeineet, tp “aLe. fo ato Med Pse 1-1 Revised 8.6.17licates student sti rer oom Gos face densa gc! evlopng aans the importance of ee soit cl hinkng and prodier- Gt taday Ff: es = © era Krowfesg of processes putea weet. 7 a b ‘in acquiring critical ly inking sis and probiem-sohing shi, uses x Aéucral pas Hrsugla’ #OGpy me equitably tonite student dhlinle- Weehiig Ba a j repo 2 (P) Teaches students ctical thinking end Atteuut thle. - Brcblen-shing skills that are discipine- Aaaut +o fase & byte be at Lh he hiasd toey QUer © (©) Has a clear purpose for student = Collaboration. of Ue pened Gy 2S (©) Provides opportunites for students to i] Participate using various roles and modes of Cee —tirhenas ite ‘communication, adjusts team composition fe btan + Whe Yor Cau peseat ‘On leaming objectives and student Xx Alek é otey parle g needs. “ 2 (P) Holds students accountable for work He esatene Auck at Product and collaboration processes, promotes ome student leadership and teamwork sil, Grading ; Uudas ee, Luserd f. (©) Provides clear directions to guide student 7 ke learning and behavior, actively listens to plecteny 1 . ‘students, (0) Models a variety of methods for ‘communication with all students, establishes K classroom practices to support effective ‘communication, (P) Teaches students to articulate ot) f and ideas clearly and effectively. : Areas oCeebraton: J Hacks yer ane a Marly Goad ener YY what 7 Oheu#? oy Mis Chiewvetron, DO tax tee Yeaf ae au at 2 ho the fpoachin, fate be atten lege Gulp lctein tlds co lacing tater ot Ae : abidegleitie hespordinty , Meany Gf hire) Qe rca 80 ect eee Vile thie, Back Aeaes. bugeet Audit 0 apeuk typ — fhe Addeesaid the qpratiny, Ohandavely ‘ab cimd leah ke, tentinue to Weck tn gusstioniry OMeakigee) Thad Aegusie Ahidente fo bith bn bv ads be Abspene - pt depth sath thaw Ateesledg Geek, Night Anse Whence jue weit guocteny H Aik Giestrone), Ametie KjQ/ He Javeoncay fr Auge) Leaeniny, Revised 86.174 Reflection of Practice FEEDBACK - (E) Implements performance fesdback TonttuPervisor andor colleagues to Practice, actively engages in rofessional learning focused on meet Professional goals. " (0) Engages in professional leaming based on alignment with Colorado x ‘Academic Standards, school and district intiatives, current research, and student needs. (P) Applies knowledge and skills learned through professional learning to improve Student outcomes, develops and follows a Brofessionalleaming plan aligned to goals. '._ (E) Has a postive atitude toward change. (©) Adapts to the changing demands of the classroom environment, maintains @ Positive, productive, and respectful x Telationship with colleagues. (© Initiates colaborative activities with Colleagues to navigate change while maintaining a focus on student leaning, Contribute to echool and district improvement planning. tha he Areas of Celebration: Aare always placed ode thas ou Linpleswont goede prem a ebstevatids, Sor ipanple ' dpeakery He purpose , Pivalixg abaup assess need PUieludecg pin yet plane F Mikeep, Naty pew. Growth AreasiNext Steps:‘EMaintaine confidentiality of student records ‘a required by law, confidentiaty of student, family, and fellow teacher interactions, and confidentiality of student data; demonstrates ‘reliable and responsible behavior. (©) Modets ethical behavior, including honesty, K 'ntegrity, and fair treatment and respect for & (©) Holps students understand the importance of ethical behavior as an individual and member of society. ‘ . /él ml ‘Areas of Celebration: 2 a bey. Aapartrnsnl Mneclinge), ar 0 pedi heed ily, haa ditieded Ye tetual sylend lee, prokiepalid tw the Canis + Chitsbear iba, ti,, Growth AreasiNext Steps: he J ‘What evidence of leaming do you see and hear? — wbactonts pochsny tn TH aL fate feat tee) ‘Are students meeting the target today? At what level? vowsoyoutront Lacaleney aneesoes te evtteal btaid gectsfitas ~ redeny Aamo “Teacher Candidate Kaerth. foe. 14h Qs heades Uy al (AT Douaw ico LYLE 2ST Revised 8.6.17