Lesson Observation Form K.

LZ PTEP, UNC
Teacher Candidate Tnarli ll,il-wt Kl,f srV Evaluator: Krnt/r{a I{
UNC Supervisor. OR teacher
School, district t.tl Subject/Grade:
Lesson and summ
CRITERIA DEVELOPING PROFICIENT TARGET
Ppoacocv Aligned to the Colorado Quality Teacher and
the UNC Program Completer Survey. Highl
PLANNING / Instruction lacks focus and./or Irxfuction is adequate. aligned to CA Instruction is confident, uses CAS based
CONTENT response to student needs. Methods, /and employs appropriate technology. lesson plan and appropriate technology;
KNOWLEDGE content, and/or technologies may not Lesson plan reflects diversity and is flexible and differentiated, focuses on
be developmentally appropriate. , specific to individual students' needs. appropriate learning objectives. Advanced
Student learning is evident in few. learning is evident in most. student learning is evident.
\oent
LEARNING Behavior problems in classroom most behavioral Discipline problems are prevented through
ENVIRONMENT negatively affect leaming. Little engaging instruction and building a safe,
control over classroom. Has rlassroom. Intentionally creates a respectful, and tolerant classroom
difficulties relating to students. healthy classroom community community. Appropriate intervention
Management may be where students are treated with strategies are evident. Effective use of time
developmentally inappropriate. \:nsitivity and respect. andcl@\
INSTRUCTIONi No evidence of assessment, or no ASSESSES
AssESSrraENr connection between assessment and formally and sessment
instruction. minor adjustments of instruction. drives instruction linked to
Objectives and assessment align. age_

REFLECTION ON Ineffectively links student learning to Periodically refl ects on professional and
PRACTICE own practice. Does not establish practice and the impact on student learning w teacher
professional goals through refl ection. leaming. Able to respond to a complex, professional practice. Thrives in the
Discomfort in school climate. dynamic environment. ( dyn ofa school.

PRoFESSIoNALISNU Lacks evidence of consistent Reliable, punctual, and collaborative. reliable,

reliability, collegiality, and Willing to learn from criticism. Adheres
COMMUNICATION
communication. Does not always standards of professional practice.
( able to
feedback. Exceptionally adheres to
adhere to professionalism standards Communicates professionally. practice and
Sprcrrc coNrENr Instructional Planning and Implementation (with individual students, small groups. or entire class.l dem-o=iI1ffitdS675ffi
KNOWLEDGE to guide students' processes of artmaking and art interpretation at an age appropriate level defined by the Colorado
Academic Standards, National Core Arts Standards, and the CDE Rules for Art Licensure. Highlight D (Developing), P
(Proficient), or T(Target) content knowledge and level ofability to assess student learning and guide instruction.
Instructional Planning and Implementation demonstrates a working knowledge of a student's ability to observe and use background
knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of the visual arts in a society
OBSERVE AND orculture,identificationofsubiectmatter,exprgsslf@art.Highlightappropriatebox.
LEARN TO of terms and facts without adequately engages ln lnstruction svnthesizes students
COMPREHEND applications. of lesson concepts as defined j;nderstanding visual arts compositions.
meanings. & lunctions u ith reflection.
creation & transfer.
Instruction guides students in to generating work. ability to define criteria and make
ENVISION AND reasonedjudgments about the significance of Students are guided into making connections
CRITIQUE TO between visual arts and other social
REFLECT Instruction minimally offers students Students are able to define criteria Instruction guides students'
to conceptualize or evaluate artistic and connect among other disciplines refl ection-based observation. creation
ideas. & transfer among disciplines.
knowledge of art teaching Uses knowledge of media- tools.
and processes design to help students solve specific visual arts problems. Assists students as they organize, develop,
INVENT AND ideas consideration of and function. Final works are
DISCOVER TO
s ability to convey knowledge o are adequately guided in show independence
CREATE
teaching methods, art media or processes but may have along with demonstrated
sses at an age appropriate level is for age appropriate self- of content and skill.
uate. or creation. for student IS

Instn ction dernonstrates a knowledge and respect for art forms that reflect diversity inclDdiq{€*io{ran,nctions and meanin
ofart works within diverse groups. Students are able to synthesize and relate knowledge and personal experiences to make art
RELATE AND Instuctor and students demonstrate awareness
and to apply societal, cultural and historical context to
CONNECT TO ofthe need for continuing study, reflection, education.
TRANSFER to diverse Connections are respectfully made
Connections are not made to other are
ideas and diverse experiences or are culture groups and contexts. \that reflect diverse cullure groups and
stereotypical and rudimentary. Opportunities for reflection and the fcontexts. Students connect arlmaking
There is little evidence of desire for of learning are present. /to personal experience. There is
future evidence of continuing growth.
 Lesson Observation Form K.12 PTEP, UNC

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Focus on student
achievement:
What learning objective(s) did
Lessonobjective:
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you target? Did your students

Student Drosress toward obiective:9vLt. denb idgr"lrfi'ed nfulg W.hqf g Wtuf m
master the obiective(s)? How
do you kpow! q+Vdq4v+t ut/d
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{artqta o+ cotor ( .i!!fL How standards are aligned and evidenced:
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process:
How did students evidence
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than one of the CAS in the

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Drocess of art makins?

Areas of strength Teacher Candidate Observer:

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Areas of growth: Teacher Candidate: Observer:

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What are your areas of in6rumo,r,F
growth? Cltu infl@Lrt tff/',p c bslwW.
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Goals:

What are goals to

Goals
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improve your instruction fuLftryllr,m
and increase student
learning and artistic
development?

Evaluator signature: Date: |'zi,LoLo

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