You are on page 1of 8

Teacher Candidate's Name: Lauren Salmon Supervisor's Name: Sandie Antar Course and Section Number: !!!

" sec#2

Student Teaching/Practicum Observation Rubric

School Site: PS 112 Observation : 1 $ate: 1%&'&1(

Grade Level:1

Instructions: Use the rubric as a guide for evaluating teacher candidates (student teachers and practicum students) during their observed lesson There are seven categories to evaluate The rubric provides general descriptions of the performance levels for each categor! The ratings are based on a scale of " to # (" $ot %cceptable& ' (eveloping& ) Proficient& and # *+emplar!) ,hec- .hich bo+es  best reflect candidate performance for each area In determining& the overall average for each categor!& partial credit ma! be a.arded (i e & ) / .ould indicate performance bet.een proficient and e+emplar!) To calculate the final score for the si+ .eighted categories& add the points from each categor! and divide b! 0 In addition& attach a narrative .ith a brief description of the lesson& a summar! of candidate1s strengths& and suggestions for improvements (in particular for areas that .ere not acceptable or developing)
,ategor!
,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,)  1a#1) $oes not use lan*ua*e appropriate to developmental and s+ill level  1b#1) $oes not present content appropriate to developmental and s+ill level  1c#1) $oes not challen*e students to thin+ and&or develop s+ills at a more advanced level  1d#1) 0a+es little or no ad2ustments /or individual student di//erences

(eveloping (' 2 to ' 3 points) (,& ,5& 46)  , #2) -ses lan*ua*e some.hat appropriate to developmental and s+ill level  1b#2) Presents content some.hat appropriate to developmental and s+ill level  1c#2) 0inimall1 challen*es students to thin+ and&or develop s+ills at a more advanced level  , 1d#2) 0a+es minimal ad2ustments /or individual student di//erences

Proficient () 2 to ) 7 points) (4& 45& %6) #() -ses lan*ua*e appropriate to developmental and s+ill level  , #() Presents content appropriate to developmental and s+ill level  , #() Challen*es some to most students to thin+ and&or develop s+ills at a more advanced level  1d#() -ses di//erentiated instruction to provide /or some to most individual student di//erences  2a#() Provides accurate in/ormation about sub2ect matter" includin* appropriate bac+*round or conte6tual in/ormation  , () $elivers lesson that includes +e1 concepts" themes" and s+ills that are related to sub2ect area" are .orth teachin*" and e//ectivel1 build on students' prior +no.led*e  , 2c#() Sub2ect matter appears to be meanin*/ul to students  2d#() -ses appropriate

*+emplar! () 8 to # 2 points) (%& %5)  1a#') -ses lan*ua*e appropriate to developmental and s+ill level and introduces more advanced lan*ua*e  1b#') Presents content appropriate to developmental and s+ill level and re/erences more advanced content  1c#') Challen*es most to all students to thin+ and&or develop s+ills at a more advanced level  1d#') -ses di//erentiated instruction to provide /or most to all individual student di//erences" includin* di//erent developmental levels" 3LL" and student .ith disabilities  2a#') Provides accurate in/ormation about sub2ect matter" includin* si*ni/icant bac+*round or conte6tual in/ormation  2b#') $elivers lesson that includes +e1 concepts" themes" and s+ills that are related to sub2ect area" .orth teachin*" and substantiall1 build on students' prior +no.led*e  2c#') Sub2ect matter appears to be e6ceptionall1 meanin*/ul to students  2d#') -ses a ran*e o/

,omments

a) Simpler lan*ua*e mi*ht increase understandin* o/ content and directions

" 9no.ledge of :earners

a) ' / b) ) 2 c) ) / d) ' / %vg ' 3

d) some students ma1 not have been read1 to record e4uations a) addition e6plained in broader conte6t

' 9no.ledge and Use of Sub;ect <atter

a) ' / b) ) 2 c) ) / d) ' / %vg ' 3

 2a#1) 5n/ormation about sub2ect matter is not accurate and does not include related bac+*round or conte6tual in/o  2b#1) $elivers lesson that does not include +e1 concepts" themes" and s+ills related to sub2ect area and that does not build on students' prior +no.led*e  2c#1) $oes not ma+e sub2ect matter meanin*/ul to students  2d#1) $oes not use

 , 2a#2) 5n/ormation about sub2ect matter is some.hat clear and includes some related bac+*round or conte6tual in/o  2b#2) $elivers lesson that includes /e. +e1 concepts" themes" s+ills related to sub2ect area" some.hat builds on students' prior +no.led*e  2c#2) Sub2ect matter appears to be some.hat meanin*/ul to students  , 2d#2) -ses some.hat

d) o//er other

Pa*e 1 7ev#!898%!

appropriate sub2ect8speci/ic peda*o*1

appropriate sub2ect8speci/ic peda*o*1

sub2ect8speci/ic peda*o*1

appropriate sub2ect8speci/ic peda*o*1

manipulatives

Pa*e 2 7ev#!898%!

,ategor!

,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,)  (a#1) 5t is not evident that a lesson plan .as prepared

(eveloping (' 2 to ' 3 points) (,& ,5& 46)  (a#2) 5t is evident that a lesson plan .as created" but some re4uired elements o/ desi*nated lesson plan /ormat are not delivered in the classroom or are poorl1 or*ani=ed  (b#2) Ob2ectives are some.hat clear

Proficient () 2 to ) 7 points) (4& 45& %6)  , (a#() 5t is evident that a lesson plan .as created" and the re4uired elements o/ desi*nated lesson plan /ormat are delivered in the classroom in an or*ani=ed .a1  , #() 0ost ob2ectives are clearl1 stated in behavioral terms and ma+e connections to prior activit1 or lesson , (c#() 3stablishes an instructional routine

*+emplar! () 8 to # 2 points) (%& %5)  (a#') 5t is evident that a lesson plan .as created" and the re4uired elements o/ desi*nated lesson plan /ormat are delivered in the classroom in a sophisticated .a1  (b#') All ob2ectives are clearl1 stated in behavioral terms and ma+e connections to prior activit1 or lesson  (c#') 3stablishes instructional routine and adapts to une6pected circumstances

,omments

 (b#1) Ob2ectives are unclear a) (#: b) (#% c) (#: d) (#: e) 2#!:

) S-ill in Planning

 (c#1) 3lements o/ instructional routine are missin*

 (c#2) 3lements o/ instructional routine are included" but poorl1 or*ani=ed in the deliver1  (d#2) Poor or*ani=ation o/ activities

Av*; (#<

 (d#1) Little or no use o/ supplemental activities

 , (d#() Se4uences activities in a lo*ical" developmental manner

 (e#1) Little or no use o/ supplemental instructional resources

 , 2) Poor selection o/ instructional resources" materials" and technolo*ies

 () Selects appropriate instructional resources" materials" and technolo*ies

 (d#') Se4uences activities in a lo*ical" developmental manner" e6plicitl1 ma+in* connections to prior +no.led*e and previe.in* upcomin* content  (e#') Selects instructional resources" materials" and technolo*ies that supplement lesson and sho. e6ceptional creativit1

e) each student should be usin* manipulatives or dra.in* s1mbols

Pa*e ( 7ev#!898%!

,ategor!

,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,)  'a#1) $oes not use motivational techni4ues

(eveloping (' 2 to ' 3 points) (,& ,5& 46)  , -ses some motivational techni4ues .ith limited success

Proficient () 2 to ) 7 points) (4& 45& %6)  'a#() 3//ectivel1 uses motivational techni4ues that create a classroom .here most learners are motivated  , 3//ectivel1 uses a variet1 o/ .a1s to en*a*e most learners  , 3//ectivel1 paces lesson to accomplish ob2ectives" includin* a conclusion at end o/ lesson

*+emplar! () 8 to # 2 points) (%& %5)  'a#') Sho.s si*ni/icant e6pertise b1 usin* a ran*e o/ motivational techni4ues that create a classroom o/ hi*hl1 motivated learners  'b#') Sho.s sophisticated use o/ multiple strate*ies to hi*hl1 en*a*e most learners  'c#') Sophisticated use o/ pacin* and lesson time to accomplish ob2ectives" end lesson .ith a conclusion" and seamlessl1 transition bet.een instruction and activities  'd#') Sho.s sophisticated use o/ varied instructional approaches" as appropriate  'e#') Communicates clearl1 and d1namicall1 usin* verbal and nonverbal messa*es  '/#') -ses sophisticated 4uestionin* strate*ies to elicit student responses at the literal" anal1tical" and critical thin+in* levels and encoura*e students to e6press di//erent points o/ vie.  ') Ad2usts to unplanned circumstances seamlessl1" .ith onl1 mild disruption to the lesson

,omments

a) ' / b) ) 2 c) ) / d) ' 7/ e) ) 2 f) ' 7/ g) ) /

 'b#1) $oes not en*a*e learners  'c#1) $oes not brin* lesson to closure

 'b#2) 3n*a*es some learners  'c#2) Poor use o/ lesson time

%vg ) 2 # S-ill in Teaching  'd#1) $oes not var1 instructional approaches" .hen appropriate  'e#1) $oes not communicate clearl1  '/#1) Little or no use o/ 4uestionin* strate*ies to promote critical thin+in*  , 2) Some.hat success/ul at var1in* instructional approaches" .hen appropriate  'e#2) Communicates clearl1 some o/ the time  , Some.hat success/ul at usin* 4uestionin* strate*ies to elicit student responses at the literal" anal1tical" and critical thin+in* levels  'd#() 3//ectivel1 uses more than one instructional approach" as appropriate  , Communicates clearl1 usin* verbal and nonverbal messa*es  '/#() Ade4uatel1 uses 4uestionin* strate*ies to elicit student responses at the literal" anal1tical" and critical thin+in* levels  , Ad2usts to unplanned circumstances .ith some interruption to lesson

d) multi8sensor1 approach su**

/) students .ho don>t raise hands should be called on

 '*#1) Little or no ad2ustment to unplanned circumstances

Pa*e ' 7ev#!898%!

,ategor!

,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,)  :a#1) Teacher and students appear uncom/ortable

(eveloping (' 2 to ' 3 points) (,& ,5& 46)  :a#2) Sho.s rapport .ith some students

Proficient () 2 to ) 7 points) (4& 45& %6)  :a#() Sho.s ade4uate rapport .ith most students

*+emplar! () 8 to # 2 points) (%& %5)  , Sho.s e6ceptional rapport" .hich is rela6ed and /ocused on learnin* rather than discipline" .ith most to all students  :b#') Sophisticated use o/ a variet1 o/ classroom mana*ement techni4ues that contribute to a seamless lesson deliver1  , ?uilds class communit1 .ith si*ni/icant opportunit1 to participate and most to all students are involved  :d#') @andles attention8 *ettin* behavior in a .a1 that is timel1 and sho.s e6ceptional sensitivit1  , Sho.s e6ceptional level o/ patience .ith most to all students  , Sho.s si*ns o/ criticall1 listenin* and thou*ht/ull1 responds to student .or+ and ideas  :*#') Sophisticated use o/ positive rein/orcement and sensitive correction mista+es in most to all cases  :h#1) -ses sophisticated strate*ies to promotes sensitivit1 to diversit1 issues" includin* di//erences in ethnicit1" lan*ua*e" *ender" and socioeconomic status

,omments

a)# 2 b) ) 2 c) # 2 d) ' / e) # 2 f) # 2 g) ) / / S-ill in (eveloping ,aring :earning
*nvironments

 :b#1) $oes not use a variet1 o/ classroom mana*ement techni4ues  :c#1) $oes not build class communit1

 -ses a limited ran*e o/ classroom mana*ement techni4ues  :c#2) Some attempt to build class communit1 .ith a /e. opportunities /or students to participate  , @as some di//icult1 handlin* attention8*ettin* behavior  :e#2) Sho.s some de*ree o/ patience .ith students  :/#2) 7esponses to student .or+ and ideas sho. a limited de*ree o/ thou*ht/ulness  :*#2) Some.hat uses positive rein/orcement and corrects mista+es in a sensitive .a1 in some cases  :h#1) Some.hat promotes sensitivit1 to diversit1 issues

 , Ade4uatel1 uses a variet1 o/ classroom mana*ement techni4ues  ?uilds class communit1 .ith ade4uate opportunit1 to participate and most students are involved  :d#') @andles attention8 *ettin* behavior in a timel1 and appropriate .a1  :e#() Sho.s appropriate level o/ patience .ith most students  :/#() Thou*ht/ull1 responds to student .or+ most o/ the time  , 3//ectivel1 uses positive rein/orcement and corrects mista+es in a sensitive .a1 in most cases  3//ectivel1 promotes sensitivit1 to diversit1 issues" includin* di//erences in ethnicit1" lan*ua*e" *ender" and socioeconomic status

d) students need to listen 4uietl1 to ever1 spea+er

 :d#1) 5s not able to handle attention8*ettin* behavior  :e#1) $oes not sho. patience .ith students  :/#1) $oes not respond thou*ht/ull1 to student .or+ and ideas  :*#1) $oes not use positive rein/orcement and does not correct mista+es in a sensitive .a1  :h#1) $oes not promote sensitivit1 to diversit1 issues

and Sho.ing Respect for Students

%vg ) 0

Pa*e : 7ev#!898%!

,ategor!

,ategor! %verage

(" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,)  <a#1) No si*ns o/ assessment strate*ies

 <b#1) $oes not provide /eedbac+ to student a) ) 2 b) ) 2 c) ) 2 d) ' / e) ) 2 %vg '3

(eveloping (' 2 to ' 3 points) (,& ,5& 46)  <a#2) Some.hat success/ul at usin* a strate*1 to chec+ i/ students understand in/ormation  <b#2) Provides some.hat help/ul /eedbac+ to students

Proficient () 2 to ) 7 points) (4& 45& %6)  , 3//ectivel1 uses a strate*1 to chec+ i/ students understand in/ormation  , Provides help/ul /eedbac+ to students most o/ the time

0 S-ill in %ssessment and Impact on Student :earning

 <c#1) $oes not use assessment in/ormation to *uide instruction"  <d#1) $oes not match assessments to instructional ob2ectives  <e#1) ?1 end o/ lesson" /e. students demonstrate satis/actor1 achievement o/ ob2ectives

 <c#2) Some.hat uses assessment to *uide instruction  , Some.hat matches assessments to instructional ob2ectives  ?1 end o/ lesson" some students demonstrate satis/actor1 achievement o/ ob2ectives

 , Ade4uatel1 uses assessment in/ormation to *uide instruction" as appropriate  0atches assessments most instructional ob2ectives  , ?1 end o/ lesson" most students demonstrate satis/actor1 achievement o/ ob2ectives or have made satis/actor1 pro*ress

*+emplar! () 8 to # 2 points) (%& %5)  <a#') Sophisticated use o/ a variet1 o/ strate*ies to chec+ i/ students understand in/ormation  <b#') Provides help/ul /eedbac+ to students most o/ the time" *ivin* attention both to content and the individual student's thou*hts about the sub2ect  <c#') Sophisticated use o/ assessment in/ormation to *uide instruction" as appropriate  <d#') 0atches assessments to most to all instructional ob2ectives" as applicable  <e#') ?1 end o/ lesson" most students demonstrate si*ni/icant achievement o/ ob2ectives or have made si*ni/icant pro*ress

,omments

d) .or+sheet ma1 not indicate that student under8 stands concept

Sum of Total Points Total %verage
B$ivide total points b1 < C round score to nearest tenth#)

1A#9  If average is belo. ' 2 (4elo. ,) = $ot %cceptable )"  !a#1) Appears uninterested and unmotivated  !b#1) $urin* post8 con/erence" does not sho. si*ns o/ sel/8re/lection about ho. to improve teachin*  !a#2) $emonstrates a some.hat positive attitude  !b#2) $urin* post8 con/erence" sho.s some si*ns o/ sel/8re/lection and o//ers some thou*hts about ho. to enhance teachin*  !a#() $emonstrates a positive attitude throu*hout the lesson  !b#() $urin* post8 con/erence" ade4uatel1 re/lects on the lesson's stren*ths and needs and o//ers su**estions about ho. to enhance teachin*  !c#() Ade4uatel1 accepts su**estions /or *ro.th and" in subse4uent observations" assimilates the su**estions  , $emonstrates a stron* positive attitude and maintains hi*h ener*1 and enthusiasm throu*hout the entire lesson  , $urin* post8con/erence" purpose/ull1 anal1=es lesson's stren*ths and identi/ies speci/ic strate*ies about ho. to enhance teachin*  If average is ' 2 to ' 3 (,& ,5& 46) = (eveloping , If average is ) 2 to ) 7 (4& 45& %6) = Proficient  If average is above ) 7 (%& %5) = *+emplar!

7 ,ommitment to Teaching >
Professionalism

 !c#1) 5s resistant to  !c#2) Sho.s some  , 36tremel1 open to su**estions" and in reservations about su**estions and" in subse4uent subse4uent observations" su**estions and" in observations" sho.s does not assimilate subse4uent observations" considerable pro*ress in areas assimilates some su**estions su**estions su**ested 8 $arrative: Attach additional pages to describe the lesson briefly, highlight teacher candidate’s strengths, and offer suggestions for improvements. Pa*e < 7ev#!898%!

Lauren Salmon taught a 45 minute math lesson in a 1st grade co-teach class in PS 112 with 16 students, four with IEPs. She closel followed the !lans descri"ed in her detailed, well-organi#ed lesson !lan. $he lesson "egan directl after lunch and was followed " the coo!erating teacher introducing the ne%t acti&it . $he students "egan sitting in their regular !laces on the rug e%ce!t for one, then two, who sat on chairs to hel! them attend. Lauren introduced the lesson " reminding the students how the add the num"er of "o s who are !resent to the num"er of girls each morning to see how man children are at school. 'ow the would sol&e similar addition num"er stories. She introduced the ( sign and ) sign and wrote the s m"ols on the "oard. It wasn*t clear that the students understood those terms or others, such as total, turn around fact, flip that she used. $hen the students wor+ed with !artners writing num"ers sentences on indi&idual white "oards. $his !art of the lesson needed more structure, in some !airs, one student didn*t get a turn with the mar+er. In another, a student was inhi"ited when his !artner corrected or erased his e-uation. 'e%t, the students wor+ed at their ta"les on wor+sheets. $here was a teacher at each ta"le to read the !ro"lems to the students. .inall , the students returned to the rug to share their wor+. Suggestions for im!ro&ements/ Language- Students would "enefit from sim!ler, fewer words during lessons to ma%imi#e their understanding and a"ilit to follow directions. 'ew words must "e e%!lained since oung children generall do not as+ teachers for the meanings of words the don*t understand. 0hen -uestions are as+ed, a greater wait time is needed "efore students are called on to answer for more children to ha&e time to thin+. 1s+ing the students to !ut one hand on their head when the ha&e the answer will show who*s attending and how much time is needed "efore -uestions are answered. 2lassroom 3anagement 4 1lthough the children "eha&ed &er well 5es!eciall for a .rida afternoon67, there were times when the students weren*t attending or listening when the teacher or another child was tal+ing. 1t those times, the lesson might ha&e "een sto!!ed until e&er one was -uiet and loo+ing at the s!ea+er. 3ost of the time, children who don*t raise their hands should "e the ones the teacher calls on. Pedagog 4 $o master the conce!t of addition, first graders can use mani!ulati&es and8or drawings when the write each num"er sentence. Each e-uation can "e said aloud. 0hen using mani!ulati&es to add, each addend should "e a single color 5ie/ 4 red ( 1 white ) 57 to em!hasi#e that two addends means two grou!s. $he math
Pa*e ! 7ev#!898%!

terms addend and sum can "e introduced, the will need to "e reinforced man times. 1dditional multi-sensor e%!eriences, such as Lauren offered when three children stood u! to act out the first e-uation, could "e offered. It would "e "etter for more time to "e s!ent on fewer e-uations. 0or+sheets need a line for student*s name, fewer e-uations on each sheet and room for drawing each word !ro"lem. Lauren*s o&erall !erformance was e%cellent. She e%hi"its the s+ills, moti&ation and attitudes needed to "e a mature, successful teacher. She communicates enthusiasm, warmth and res!ect toward her students, s!ea+s clearl , and a!!ears rela%ed and organi#ed. 9uring the !ost-o"ser&ation meeting, Lauren was e%tremel o!en to .S*s suggestions in the areas of language, classroom management and !edagog .

Pa*e A 7ev#!898%!