Lesson Observation Form K-12 PTEP, UNC

Teacher Candidate: Samuel Miller Evaluator: Jessica Ruby

UNC Supervisor, OR Cooperating teacher
School, district: Platte Valley Elementary School Subject/Grade: Elementary
Lesson topic and summary: Environmental Art
C RITE RI A DE VE LOPING PRO FIC IE N T TARGET
PEDAGOG Aligned to the Colorado Quality Teacher Standards Rubric http://www.cde.state.co.us/educatoreffectiveness/rubricrevision and
Y the UNC Program Completer Survey. Highlight appropriate box.
PLANNING /
CONTENT
Instruction lacks focus and/or Instruction is adequate, aligned to CAS, Instruction is confident, uses CAS based
KNOWLED response to student needs. and employs appropriate technology. lesson plan and appropriate technology;
GE Methods, content, and/or Lesson plan reflects diversity and is flexible and differentiated, focuses on
technologies may not be specific to individual students’ needs. appropriate learning objectives. Advanced
developmentally appropriate. Student learning is evident in most. student learning is evident.
Student learning is evident in few.
LEARNI Behavior problems in Manages most behavioral Discipline problems are prevented
NG classroom negatively affect problems and maintains control through engaging instruction and
ENVIRONME learning. Little control over of the classroom. Intentionally building a safe, respectful, and tolerant
NT classroom. Has difficulties creates a healthy classroom classroom community. Appropriate
relating to students. community where students are intervention strategies are evident.
Management may be treated with sensitivity and Effective use of time and classroom
developmentally respect. structures apparent.
inappropriate.
INSTRUCTI No evidence of assessment, or no Periodically assesses student Consistently assesses student performance
ON/ASSESS connection between assessment performance including formal and both formally and informally; assessment
MENT informal methods; minor adjustments of drives instruction and is directly linked to
and instruction.
instruction. Objectives and assessment age and content appropriate objectives.
align.
REFLECTION ON Ineffectively links student learning Periodically reflects on professional Evidence of reflection and analysis of
PRACTICE practice and the impact on student student learning with links to goals for
to own practice. Does not establish
professional goals through learning. Able to respond to a complex, teacher professional practice. Thrives in
reflection. Discomfort in school dynamic environment. the complex, dynamic environment of a
climate. school.
PROFESSIONALI Lacks evidence of consistent Reliable, punctual, and collaborative. Consistently reliable, punctual, willing
SM/COMMUNICA reliability, collegiality, and Willing to learn from criticism. Adheres and able to collaborate. Actively seeks
TION
communication. Does not always to standards of professional practice. critical feedback. Exceptionally adheres to
adhere to professionalism Communicates professionally. standards of professional practice and
standards. communication.
SPECIFIC Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an ability
CONTENT to guide students’ processes of artmaking and art interpretation at an age appropriate level defined by the Colorado
KNOWLEDGE 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 of ability 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
OBSERVE visual arts in a society or culture, identification of subject matter, expressive content and meanings of works of art. Highlight
AND LEARN appropriate box.
TO
COMPREHEN Introduction of terms and facts without Instruction adequately engages students Instruction synthesizes students
D contextual applications. in application of lesson concepts as understanding visual arts compositions,
defined above. meanings, & functions with reflection,
creation & transfer.
Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria and make
ENVISION reasoned judgments about the significance of their art and the art of others works. Students are guided into making
AND connections between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
CRITIQUE TO Instruction minimally offers Students are able to define criteria Instruction guides students’
REFLECT students to conceptualize or and connect among other reflection-based observation,
evaluate artistic ideas. disciplines. creation & transfer among
disciplines.
Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media, tools,
techniques and processes design to help students solve specific visual arts problems. Assists students as they organize, develop,
INVENT AND complete artistic ideas including consideration of meaning and function. Final works are refined for presentation.
DISCOVER Instructor’s ability to convey knowledge Students are adequately guided in Students show independence with art
TO CREATE of art teaching methods, art media or artmaking processes but may have making along with demonstrated
processes at an age appropriate level is minimal opportunity for age appropriate knowledge of content and skill.
inadequate. self-discovery or personal creation. Opportunity for student agency is
apparent.
RELATE AND Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions and
CONNECT TO meanings of art works within diverse groups. Students are able to synthesize and relate knowledge and personal
TRANSFER experiences to make art and to apply societal, cultural and historical context to deepen understanding. Instructor and
students demonstrate awareness of the need for continuing study, reflection, and professional growth in the field of art
education.
Connections are not made to other Connections are made to diverse Connections are respectfully made
ideas and diverse experiences or culture groups and contexts. that reflect diverse culture groups
are stereotypical and rudimentary. Opportunities for reflection and the and contexts. Students connect
 Lesson Observation Form
There is little evidence of desire
for future growth.
Focus on student
achievement:
What learning objective(s) did
you target? Did your students
master the objective(s)? How
do you know?
Focus on the artistic
process:
How did students evidence
behaviors described by more
than one of the CAS in the
process of art making?
Areas of strength:
What are your areas of
strength?
Areas of growth:
What are your areas of
growth?
Goals:
What are goals to
improve your instruction
and increase student
learning and artistic
development?
Evaluator signature: Jessica Ruby
K-12 PTEP, UNC
extension of learning are present. artmaking to personal experience.
There is evidence of continuing
growth.
Lesson Objective:
Get outside and create environmental art using found nature materials OR use indoor
materials to create a temporary work of art
Be mindful of use of color, line, and texture
Student progress toward objective: Students have completed a practice with boxes.
They are working in groups to create a house today to demonstrate their learning and
knowledge.
How standards are aligned and evidenced:
Standard #1: Students observed and engaged with the work of Andy Goldsworthy, Students
were encouraged to go outside and observe their surroundings to create art
Standard #2: Students
Standard #3: Students emailed pictures in project- had a few great examples
Standard #4: Students connected to artist, Andy Goldsworthy.
Teacher Candidate: Observer:
● Flexible Choices that are ● Video editing skills are amazing, nice short
available at home video- thinking of young student
● Modifications and Adaptations engagement
● Can be shallow or deeper ● introduction of yourself to the students
thinking ● Introduction of EoA nice and short for
elementary students- Good examples
● Included a Spanish Version
● Liked how you showed yourself working
● Family activity
Teacher Candidate: Observer:
● Tone of voice- in my video ● Kid Examples- (Maybe not of been
● Teacher confidence and tone possible right now...but for future)
● Thinking about delivery
Had a great conversation about building
systems and routines in classroom-
Goals: recommended a Management book
● Engage with students more
● Organization and Time-
Management, Routine
Date: 4/22/2020
Lesson Observation Form K-12 PTEP, UNC