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 Observer

Date Observation #

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

1. Demonstration of Mastery of FEEDBACK

Accomplished
Not Observed
Pedagogical Expertise in the

Developing
Emergent

Proficient
Content

a. (E) Lesson plan is available and reflects appropriate

objectives, Colorado Academic Standards, and
assessment results.
(D) Implements lessons that connect specific
learning objectives to curriculum and align to
districts 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
materials that are accurate and appropriate for the
lesson being taught, encourages and provides
opportunities for students to make connections to
prior learning.
(D) Implements content-based instructional
strategies that align to learning objective, uses
multiple models and delivery methods to explain
concepts, and applies questioning techniques to
support inquiry.
(P) Anticipates misconceptions and addresses those
during instruction, facilitates exploration of ideas that
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
area.
(D) Employs instructional strategies that include
literacy, numeracy, and language development
across content areas, makes reading and content-
specific language accessible to students.
(P) Makes interdisciplinary connections explicit,
integrates literacy skills across content areas, and
integrates mathematical practices across content
areas.

Areas of Celebration:

Growth Areas/Next Steps:

Revised 8.6.17
 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 Rashelehhelin Observer Dawn

Date 10/31/17 Observation #
.

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

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whataretheleacningtargetsfortoday

1. Demonstration of Mastery of FEEDBACK

Accomplished
Not Observed
Pedagogical Expertise in the

Developing
Emergent

Proficient
Content

a. (E) Lesson plan is available and reflects appropriate

and
objectives, Colorado Academic Standards, and
assessment results.
X Well planned
(D) Implements lessons that connect specific prepared
learning objectives to curriculum and align to
districts plan.
evidence
(P) Demonstrates knowledge of vertical and
horizontal alignments of the grade or subject area.
whattexual
?
b. (E) Scaffolds questions, concepts, and skills based
on a sequence of learning, uses instructional
shows youthat
materials that are accurate and appropriate for the
lesson being taught, encourages and provides

well
opportunities for students to make connections to
prior learning. Lessonpuas
(D) Implements content-based instructional
scaffolded
.

strategies that align to learning objective, uses

multiple models and delivery methods to explain
concepts, and applies questioning techniques to
support inquiry.
(P) Anticipates misconceptions and addresses those
during instruction, facilitates exploration of ideas that
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 X
area.
(D) Employs instructional strategies that include
literacy, numeracy, and language development
across content areas, makes reading and content-
specific language accessible to students.
(P) Makes interdisciplinary connections explicit,
integrates literacy skills across content areas, and
integrates mathematical practices across content
areas.

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

started
environment, a nurturing and caring
relationship with each student, clear whenbelluang
-
expectations for student behavior, and X
procedures and routines to guide instruction
and transitions. onetwothreqeyesonmegoodwaittmi
.

(D) Facilitates accountability to school and

class procedures and routines, consistently
reinforces expectations.
Doyourefeutothe
skills ?
(P) Makes maximum use of time by attending
=
overlooking inconsequential behavior, Niw x
reinforcing positive behavior, and
implementing purposeful = pacing and efficient
chahedm
stuagifwadaon
transitions.
-

variety
b. (E) Acknowledges the influence of race,
ethnicity, gender, religion, socioeconomics and
other aspects of culture on student ldeardfioma
students
perspectives, creates an environment where
diversity is used to further student learning.
Of
Names
Used students
(D) Establishes processes resulting in a sense
.

of community among students, effective X

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

kindof guys
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environment, and collaborates with specialists
who can support the learning needs of
students. iwml
(D) Implements a variety of inclusion,
intervention, or enrichment practices to
address unique learning needs and interests,
implements recommendations of specialists
and colleagues to address student needs, and
encourages the values and contributions of
students regardless of backgrounds or
abilities.
(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.

Revised 8.6.17
Areas of Celebration:

Growth Areas/Next Steps:

3. Plan and Deliver Effective FEEDBACK

Instruction N/O E D P A

a. (E) Demonstrates knowledge of the

How do determine
interrelatedness of students intellectual, you
social, and emotional development do book checks
who
(D) Engages students in developmentally you
appropriate learning. with ?
(P) Implements knowledge gained from

Nice
colleagues with expertise in child and movement around
adolescent development to improve the quality
of instruction. room .

strong
b. (E) Determines students current skill levels
and uses that information to plan instruction, food volume &
selects assessment strategies aligned to the
learning objectives, monitors student learning presence
.

enthusiastic
in relation to the objectives, shares feedback
on student progress with families and/or
Nice energy
significant adults
Checked Student learning 1
(D) Uses assessment results to guide real-time
adjustments to instruction, evaluates and
for
understanding throughout
,

documents student performance based on

multiple measures, provides timely feedback to
students that is academically focused,
frequent, and high quality
(P) Provides opportunities that encourage
students to take academic risks based on
assessment results, teaches students to use
feedback to improve learning.

&
repeating
c. (E) Employs strategies and procedures to
ensure students have equitable access to Good pacetimes
available technology, assesses available several
technology to use with instruction.
(D) Uses available technology to facilitate
classroom instruction, = develop students x
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.

Revised 8.6.17
 jqyd
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d. (E) Sets and communicates student
phones ? Head
expectations at a level that challenges
down ?
students, understands the importance of get expectations '
developing critical thinking and problem- theM&% with
solving skills. Checked in multiple
gepellid
(D) Demonstrates knowledge of processes
&
needed to support student in acquiring critical
.
.

teams
asking questions
thinking skills and problem-solving skills, uses
wait time equitably to initiate student
Timekeeper
responses. -

whenyoaashasttedentto
follow
gobacktotheirseat
-

(P) Teaches students critical thinking and

problem-solving skills that are discipline-
through
from
appropriate. hear
e. (E) Has a clear purpose for student when you
away
move
collaboration. student
-

a
fromthemuathu
(D) Provides opportunities for students to
participate using various roles and modes of
communication, adjusts team composition
based on learning objectives and student
Thantowardthem
needs.
(P) Holds students accountable for work
product and collaboration processes, promotes
student leadership and teamwork skills.
f. (E) Provides clear directions to guide student
learning and behavior, actively listens to
youdoamcijoo
students
listening
students. to responses

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(D) Models a variety of methods for
communication with all students, establishes
classroom practices to support effective directions
clear ! step
processes
through
communication.
students
(P) Teaches students to articulate thoughts
and ideas clearly and effectively.

Areas of Celebration:

Growth Areas/Next Steps:

Revised 8.6.17
 4. Reflection of Practice FEEDBACK
N/O E D P A
a. (E) Implements performance feedback
E
you appear comfortable
from supervisor and/or colleagues to
improve practice, actively engages in
professional learning focused on meeting
professional goals. confident
(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
a positive
enjoy your commitment
attitude 's
the classroom environment, maintains a
to this experience
.

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 X
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:

1913417
What evidence of learning do you see and hear?

Are students meeting the target today? ________At what level?

How do you know?

Dawn
Teacher Candidate Date Mallette
Observer Date

Revised 8.6.17