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

Teacher Candidate's Name Kaitlyn Phillips Observer Judy Oakleaf

Date 2-22-18 Observation # 2

What is/are the learning target(s) for the day?

I can make connections between push and pull factors and the primary causes of immigration to the U.S.

Green highlighted areas clearly observed. Yellow highlighted areas indicate areas for future focus.

Emergent

Proficient
Not Observed

Developing

Accomplished
1. Demonstration of Mastery of FEEDBACK
Pedagogical Expertise in the
Content

a. (E) Lesson plan is available and reflects appropriate Well-planned and organized lesson. The
objectives, Colorado Academic Standards, and
adjustments you implemented were
assessment results.
(D) Implements lessons that connect specific
effective.
learning objectives to curriculum and align to
district’s plan.
(P) Demonstrates knowledge of vertical and
horizontal alignments of the grade or subject area.
b. (E) Scaffolds questions, concepts, and skills based
on a sequence of learning, uses instructional Excellent scaffolding as you reviewed prior
materials that are accurate and appropriate for the
lesson being taught, encourages and provides learning.
opportunities for students to make connections to “Can you tell me what you learned
prior learning. yesterday?”
(D) Implements content-based instructional
strategies that align to learning objective, uses
Push/Pull factors reviewed
multiple models and delivery methods to explain Nice job modeling the activity! This is very
concepts, and applies questioning techniques to powerful for ALL age groups. Don’t neglect
support inquiry.
modeling if you teach older kids! They need
(P) Anticipates misconceptions and addresses those
during instruction, facilitates exploration of ideas that
it too. 
allow students to ask questions and construct new
meaning.
c. (E) Connects lessons to key concepts and themes
within other content areas, has knowledge of how to
support literacy and numeracy practices in content Reference economic factors in pushing and
area. pulling immigration.
(D) Employs instructional strategies that include
literacy, numeracy, and language development
across content areas, makes reading and content- Made note that this was something they
specific language accessible to students. were doing in English.
(P) Makes interdisciplinary connections explicit,
integrates literacy skills across content areas, and
integrates mathematical practices across content Keep looking for content connections.
areas. Social Studies and English are perfect
pairings!

Areas of Celebration:

Growth Areas/Next Steps:

Revised 8.6.17
 2. Safe, Inclusive and Respectful FEEDBACK
Learning Environment N/O E D P A

a. (E) Maintains safety of students and

environment, a nurturing and caring I really appreciate the Notebooks and
relationship with each student, clear
Journals.
expectations for student behavior, and
procedures and routines to guide instruction
and transitions. Great connection with “In the News”!
(D) Facilitates accountability to school and
class procedures and routines, consistently
reinforces expectations.
Housekeeping and routines are well
established and followed.
(P) Makes maximum use of time by
overlooking inconsequential behavior,
reinforcing positive behavior, and implementing
purposeful pacing and efficient transitions.
b. (E) Acknowledges the influence of race,
ethnicity, gender, religion, socioeconomics and
other aspects of culture on student Your unit on Immigration is a perfect vehicle
perspectives, creates an environment where to meet these elements. Continue to look
diversity is used to further student learning. for personal connections.
(D) Establishes processes resulting in a sense
of community among students, effective
interactions among students, and incorporates
instruction that reflects diverse backgrounds,
experiences, and different points of view.
(P) Delivers lessons to ensure students’
backgrounds and knowledge are considered,
capitalizes on diversity as an asset in the
classroom, uses materials and lessons that
counteract stereotypes and acknowledges the
contributions of all cultures.
c. (E) Recognizes that students have a variety of
learning needs and interests, addresses
individual student needs by adapting the
environment, and collaborates with specialists Good job grouping students via strong/lower
who can support the learning needs of learners.
students.
(D) Implements a variety of inclusion,
Continue to look for support with other
intervention, or enrichment practices to
address unique learning needs and interests, professionals to meet the variety of needs.
implements recommendations of specialists If you are fortunate to have a para or other
and colleagues to address student needs, and expertise, reach out to them and include
encourages the values and contributions of them in your planning. Let them know
students regardless of backgrounds or ahead of time what you will be studying and
abilities. ask for their ideas and inputs.
(P) Initiates collaboration with colleagues to
understand and respond to student learning
needs, provides challenging opportunities and
support for students to self-select tasks that
accelerate their learning, and integrates self-
advocacy skills into instruction.
d. (E) Establishes an environment that is inviting
to families and/or significant adults and
respectful relationships with students, their
families, and/or significant adults.
(D) Uses a variety of methods to initiate
communication with families and/or significant
adults in the school and community.
(P) Coordinates communication between
families and/or colleagues who provide student
services, recognizes obstacles to family and
community participation and seeks solutions to
overcome them.

Areas of Celebration:
Revised 8.6.17
Growth Areas/Next Steps:

3. Plan and Deliver Effective FEEDBACK

Instruction N/O E D P A

a. (E) Demonstrates knowledge of the

interrelatedness of students’ intellectual, social, Nice work connecting current events to the
and emotional development
study of the past and tying the topic to
(D) Engages students in developmentally today. The kids were engaged and curious!
appropriate learning.
(P) Implements knowledge gained from
colleagues with expertise in child and
adolescent development to improve the quality
of instruction.
b. (E) Determines students’ current skill levels
Don’t forget to include the LT in your
and uses that information to plan instruction,
selects assessment strategies aligned to the teaching throughout the lesson.
learning objectives, monitors student learning
in relation to the objectives, shares feedback Good job with application activity on Human
on student progress with families and/or Rights Knowledge.
significant adults
(D) Uses assessment results to guide real-time
adjustments to instruction, evaluates and The Interactive Notebooks provide a good
documents student performance based on assessment in response to the activity.
multiple measures, provides timely feedback to
students that is academically focused,
Good quick checks for understanding. Look
frequent, and high quality
for ways to hold them accountable for their
(P) Provides opportunities that encourage
learning as they respond to your questions.
students to take academic risks based on
assessment results, teaches students to use Consider popsicle sticks, and follow up
feedback to improve learning. questions after you do a quick check.
c. (E) Employs strategies and procedures to
ensure students have equitable access to If you do a Thumbs up/down check, have a
available technology, assesses available student restate their understanding.
technology to use with instruction.
(D) Uses available technology to facilitate
classroom instruction, develop students’
knowledge and skills, models responsible and
ethical use of technology and applications.
(P) Integrates available technology to enhance
creativity, critical thinking, problem-solving, use
of information, communication, and
collaboration.
d. (E) Sets and communicates student
expectations at a level that challenges “I’m just waiting till you’re ready.”
students, understands the importance of
developing critical thinking and problem- “Why do you think this matters?”
solving skills.
(D) Demonstrates knowledge of processes Good questioning and great insight from the
needed to support student in acquiring critical kids.
thinking skills and problem-solving skills, uses
wait time equitably to initiate student
responses. Suggestion: Google higher order
(P) Teaches students critical thinking and questioning and make some sticky notes to
problem-solving skills that are discipline- help remind you about how you want to
appropriate.

Revised 8.6.17
 e. (E) Has a clear purpose for student phrase your questions to push for higher
collaboration. thinking.
(D) Provides opportunities for students to
participate using various roles and modes of
communication, adjusts team composition You cued them that it was really important
based on learning objectives and student for them to listen closely and give their best
needs. attending skills as you gave directions.
(P) Holds students accountable for work
product and collaboration processes, promotes I loved the modeling of the activity!!!
student leadership and teamwork skills.
f. (E) Provides clear directions to guide student
learning and behavior, actively listens to You did a nice job of refocusing and
students. conferencing with a couple of kids.
(D) Models a variety of methods for I appreciate having the kids restate what
communication with all students, establishes was said.
classroom practices to support effective
communication.
(P) Teaches students to articulate thoughts and
ideas clearly and effectively. Nice job with dismissal.

Areas of Celebration:

The activity cards, graphic organizers for notes, and adjustments for time were very well done.

I love your level of confidence and comfort. You are becoming a natural teacher!

We talked about adding more details to your lesson plans. I think this would be
Growth Areas/Next Steps:
helpful. You don’t need to this every day, but as you plan something new, it is a good strategy until all of
these elements become second nature. Quick reminders on sticky notes can also be a good tool for
daily reminders of things you want to be sure you are doing. This will also help with pacing. If you map
things out in detail, you will more easily catch potential problems.

Revised 8.6.17
 4. Reflection of Practice FEEDBACK
N/O E D P A
a. (E) Implements performance feedback
from supervisor and/or colleagues to Thank you for being so receptive to my
improve practice, actively engages in suggestions and for your reflective practice.
professional learning focused on meeting
professional goals.
(D) Engages in professional learning
based on alignment with Colorado
Academic Standards, school and district
initiatives, current research, and student
needs.
(P) Applies knowledge and skills learned
through professional learning to improve
student outcomes, develops and follows a
professional learning plan aligned to
goals.
b. (E) Has a positive attitude toward change.
(D) Adapts to the changing demands of
the classroom environment, maintains a
positive, productive, and respectful
relationship with colleagues.
(P) Initiates collaborative activities with
colleagues to navigate change while
maintaining a focus on student learning,
contribute to school and district
improvement planning.

Areas of Celebration:

Growth Areas/Next Steps:

5. Demonstration of Leadership FEEDBACK

N/O E D P A
a. (E) Participates in school activities expected of
all teachers, supports school goals and
initiatives.
(D) Contributes to school committees and
teams.
(P) Seeks opportunities to lead professional
learning activities, actively participates in
school decision-making processes.

Revised 8.6.17
 b. (E) Maintains confidentiality of student records
as required by law, confidentiality of student,
family, and fellow teacher interactions, and
confidentiality of student data; demonstrates
reliable and responsible behavior.
(D) Models ethical behavior, including honesty,
integrity, and fair treatment and respect for
others.
(P) Helps students understand the importance
of ethical behavior as an individual and
member of society.

Areas of Celebration:

Growth Areas/Next Steps:

What evidence of learning do you see and hear?

Are students meeting the target today? ________At what level?

How do you know?

Kaitlyn Phillips Judy Oakleaf

Teacher Candidate Date Observer Date

Revised 8.6.17