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    Mid Term

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    © All Rights Reserved
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    SNC Student Teacher Summative Assessment Document Teacher candidate SEAN La nzew midterm or Fint_Mit d-be ry SNC Supervisor__J COTY | Gow €¢ bate_jo Tia ji Meets expectations = 2 Approaches expectations =1 Does not meet expectations = 0 Professionalism — ea DO Content nowcdge z ot a) Profeaional Appearance 3a at 58 Punctuality x2 a 50 Conmmanication Skil Xa o1 30 ptstude 30 ot a0 Teflecion on Practice ee at So | Classroom Management/ Ww2 ol a0 Effective Learning Environment Physi Space 2 ot a Behavior Expectations $3 t 20 Establishing Rapport, x Ot ae Besinnng Cass 2 an 30 Encng Cass xe S41 oe ‘Transitions “ a1 co Materials and Suplis 544 ot So Implementation of Routines a 50 Preparation and Planning for yo 2 at oo Instruction Stondards-bared Lesions ome ae tesson Plans 2 a4 ce Questions fez ot a Materials and Supplies Jer a 20 acing x ot oo Instruction pe Da ae ‘objecves WE a Connections to Prior earning = 2 oo Student Engagement x2 00 ‘Opportunities for Metacognition 252 50 formative Assessment 2 50 pecing Se fo leamer entered assoom 22 a0 Assessment of Student Learning 72 o1 ao Toratve Aster Pez ot 30 Summative Assessment x2 oa 30 Feedbackand Grading ee ot 20 SNC Supervisor Signature: Lead Jeucher SNC Student Teacher Summative Assessment Document Teacher Candid: ze qe Migterm of Final LLut ‘SNC Supervisor. coh" date__70, “as Meets expectations =2 ‘Approaches expectations =1 ~* does not meet expectations = 0 Professionalism ¥e oT 20 Content Knowledge Bz at Bo Professional Appearance «2 51 co Punctuality od oa ao ‘Communication kills 2 at 20 attiude et 30 rection on racic 4 ot 3 Classroom Management/ oe o1 10 Effective Learning Environment Physical Space Be aa or Schavior Expectations pt) a0 yeh Enabling rapport 30 one Beginning Class ot oo Ending Cass on Do Transitions et oo Materials and Supplies oh. at 20 Implementation cf Routes A at 00 Preparation and Planning for Si at a8 Instruction _ ‘Standards based Lessons wa ot co Lesson Plans we ot 20 Questions Be ot 20 Materials and Supplies Bcd o1 50 Pacing her o1 a0 instruction Re ot ao Objectives a2) at 30 Connections to Prior Learning 5 a4 co Student Engagement 22 oa 20 Opportunities for Metacognition Sef 2 ot a0 Formative Assessment 2 ot co Pacing a et 20 tLeamer Centered Classroom 2 ot 50 Assessment of Student Learning -&.2 ba 20 Formative Assessment x2 a2 co ‘Summative Assessment og oa a0 Feedback and Grading a ot 20 srcsamesinnwe SL Crouse p— ‘Observation number__/ il SNC Student Teacher Observation Rubri Teacher Candidate TERN a. Lanza Lend teacher “LALAVE cles sor] Grade/Subject. District 2732 School _ZTaAGe Ae kre Lesson Content. a Time allotted. SNC Supervisor. Bower dae LB = Professionalism = ees Aoprsches Does not meet Cartan eaowiedge — | Davos aman Cemoniavs wcapaie oie] Dose enone ROW x Piumigectaceonne ne | mowtaye meinomensncareyesto | cnunrtnorege come coed a Memstonconcedoswaensis | socmarsearteConenece | ertseditomsiontostrt We tccvmteandunbusea. Cones | anvstandrs sed ortcardon | Seguin. coment ot red on SScutucemolecisden | Sueno ‘ised ent fede Trateonl a operons aap Sone meee 36, |. Simoerpne for coro wae [sae Te Shan ao SORE Fenapaien poteioarenremens Z: attendance, grades, supervision = suet es Satnameen Sirttocconmoneaieatich” | taigeing wren Semotirerah aateyligi-| toe wr rters pols! deectunchon or npcesnl / |S |S, | pore Faw cose Stuemenercnyetnconens, | eommuntaue, Bott ow | acre when es concerns ‘goat hte oa nce de 5 aetna Sanaine Taporme aan | ee sar on caouiimtoriiopecot | trotaspecsettening nowone” | sespectot icine cuone yee | mspneetngpeentcongay/ae. | te eepssgesinsonstedine. | const et: Does ttt Seckiupeson fom pelted | avenastanmgvanerencourer | sugeiosor fet: Dos ot secs eed Sel antrvcaasitenh pecs” | btendvanne nen stab Des somes oom ind torahenuet ath ese Serna hog set ect Teacon POSTS | Meche | Roars Satay oan | Dann Tec a a doe Terme sicegscitnee | tucanencasiaennenetin | noncisagacnes es peop ior tamsumnddeseeccnsserty | bsedon he Ssumenstopreabeseden | ee sje besefon ees ‘ecto Tamandatos Resarmensauons, Nobex and Cora boc! pamsteng vriden ts! Mee nny le éS organized ZW w afl Teacher Candidat a Page 1 Date. SNC Student Teacher Observation Rubric servation number ‘Classroom Management/Effective Learning Environment Meets ‘Approaches Physical Space a ( ‘Teacher aie aes peop inthe cermin way that oar salty of students sremfocea Teche wis pie space ins way ak fometmer cures Gorgon tote fw oF Inara student engagement. Pry! ssl of sade snot corieny pater cute sgricant dstionto trent. Thre ae Fenvet ees Suorenes oft hcl eyo a oni: Uncerstancing of behavior expectations Tesener recomiion ter aaneence ‘Bidets do ct ove a car underetanang of rurtared on pre's wed intecoey "Badens do not deronstate arenes of ena epetatonteaeeeeponser. Imre an preven Establishing Rapport =e ‘rdimost states fetta they ean erp {ot fee comforsle or enatonay aE aT aR TT Sraronmen. Tne teener conse Doarograte bounds se not mais Beginning of Cass not applicable Phoned and racured seers ces ofa appropri erg rege al ten upon energie Csfoom."ouslaesng” cereal ites ae competed een wnle sues ar engaged acoder tas. ‘ened oolong te ergo a users ‘Fecively. “Housekeeping” and deri shanssometins dear om oreo Etstoom.“housevcepng” ond Cel fiver onsen nteragtnrurionl Ending Class not applicable {Gatto bel tte teacher malting Seacrest ot terse sometimes extends othe en of cass (belo bet) bt there are senitcaninsancer {ime not engaged pane leaning “Transitions sree Teknik mane Sradonot erupt thefow of tine ort e w of rcton Plain onda excesive amount of ‘ime ing whch nstuson canes ‘Materials and ‘Supplies not applicable Sicingp eaded work doting ond falestngrnmeratr ng tetbooks wich {or ruption tothe teaming proces ond ‘hy ake ore nan 2 mre aed re betorinractonaltine ae dap helen proces. inplenested nconitentyeoutnge encanta of suction to ‘ron one lari groces or one peer aati) Implementation of Routines ‘not applicable {ire tater superan Sarapton stindesendonce ot demons Independence in performing routine 5, ‘Commendations, Recommendations, Notes, ane Conmments: (Good gery class ready Preparation and Planning for Instruction ‘Approaches 3e Teacher Candidate Date, Page 2 #3 SNC Student Teacher Observation Rubric—Observation number, Tandavds based] anor are conan baved — | Some lessons are baved on WAS, Faw Wary leno ae used on tesone onthe standards fortnecontent | NGSS or dnc content cud | the NAS, NESS and do nov incude uu G4 | Stndarés (nas), ex content areas or Standares of Math_| content areas of Standards for . Gererionsceree Standards | Paces. Wath Practices (|| ee ete Core Standards for tery n content areas and Standards of _| Tn a tessa fssare conssieng” | lito parsareconastenty | leton plane are ot carat pronwedandcivitegye | prepared tat tksome ofthe___| preparedin averce or Bovance andincude cor components that are required for _| frequently lack the required ce 5, sladent effective lessons, or are not ‘components Vice weeteainine |e atin tt Student discourse opportunites | manner for student metacogniton ane formative assessment \eD |neeawemsonne ay [omen ge | ‘Material and Supplies | Materials for the lesson are, “Materials for the lesson are “Materials are often not ready for ‘| beginning of the lesson and materials are difficult to read or age appropriate. When prepared U. | easily accessible. Materials are | see, not atthe level appropriate for | in advance, materials are not | asia \ Considered pacing when Consideres pacing sometimes or has | is considered replay prior “Commendations, Recommendations, Notes and Comments: esp Kas owing 4 eack ackhy, = Page 3 SNC Student Teacher Observation Rubric—Observation number__/ td —S — eee Instruction Meets ‘Approaches Does not meet eae Jay A alhs ‘bes arin arp oe ston. Seer an rite ne abject, ase ge ‘Objectives ering Taree {uestos are sometimes plage an Commented stent dang insti Staerscanar alte the decve lcsnngsgeerentlqerton inthe own sore ‘bcs ering gS or eet bjecte/ earning ages ‘Connections to Prior Learning ( esse conser neue eae _| eomectors to pir earings ‘Stpeance er lds bass forthe new atone sonatas ude ace ‘rg au ey eb cin Sesto abot the eantrt. Stderts tesans sdb nade spaTC ‘levee too eening, udert isc tnow oe aio wth sbotne Content ode camot seeuste tenner betwcer concept a eee, on frequen opportunites fr sets or rece ser cise wich eins Studer to roces new nflrmatono {eepen understanding of corer ae 2] Soproprt. stem enero t Pho Seon Ta STREET ETRE BE ‘itn teacher coparedand ure ofc porate tor stent sscurse ae onvraton ron otc. Stuaens re not ace engage in proces new ‘Stuer engagements corte between 350%. Sates Dat ace engage user ‘Stuaert engagement s consent below ‘Opportunities for Metacognition aig metacopntvesuatepes, ones Sndconsstent proves appari: Theres na ETDS ER TOT Students to be etacgptiveo tee are Few Ra TR a TOES Formative Assessment formative assessment to gave stusere leping nats insraron bred ot “Theres evidence of ested lning Toran {ee ot fxmal ong iforal formate "seo, en sea fran szssment (reentrant int ploned rin gagomertin asks nase the Iesenng sto pacn hen rt ft oF femonststing tol understanding Iesing tie corte n motores a Ialingacunrert. Thre ae prose sandra manga oe rmjetyofstudens. Tete ate peroes of fimets not ee tice Classtoom sedonsuden engagement wn the Content ne tan acer peertion Leave aera oy Seven rengerent th te content, bores {ese foevnd oer a ofthe tine ‘esxaam stot Toute onteacher preter wt fo oppor for Stoo tcoeags wth be content Teacher Candide Date_/Y, i ear nanaans Men Koo A us, bike LoarA: S _ Keston? Page 4 Observation number. L Wn +3 SNC Student Teacher Observation Rubri ‘Assessment of Student Learning Meets ‘Approaches Does not meet Formative Formative sessment drives | Formative assessment is used Formative assessment is not used ‘Assessment instruction and isan integral | during instruction and sometimes | consistent nor iit effectively partof planning, lesson delivery. | results in adjustments to instruction | used to adjust instruction or to and differentiation. meet student needs, Formative essessment used consistenty throughout instruction to monitor student Understanding and agjust Instruction. _| [Summative ‘Summative assessments are | Summative atvessments are based | Summative assessments are Assessment basedonthe standards and | onthe standards but are designed | designed based on instruction or designed prior to instruction _| after instruction has occurred taken rom textbooks and other Not observed (Backwards Lesson Design) in| rather than as a tool to guide sources not connected to the ‘order to guide the planning and _| instruction and planning. Rubrics | standards. Rubris are not used. Instruction. Rubrics are are used inconsistently for major routinely used for major assignments and tests assignments and tests, provided ina timely manner and provide clear criteria for students | | Feedback and Specific feedbacks provided@on | Feedback s not consistently Feedback s occasionally Grading student work Student workis | provided. Student work is provided. Student work is not graded in atimely manner, and | sometimes graded ina timely traded in timely manner, grades are antered correctly and. | manner, grades are entered grades are either not entered ina timely manner correctly, but not alwaysin a timely | correctiy or not ina timely ‘Commendations, Recommendations, Notes and Comments: Vier “arg Lracn alert! TH RPAS; redsed 12 2013; reused DAWA, revised PIM, reved HF Teacher Candidate Signature: ‘SNC Supervisor Signature: Lead Teacher Signature: Page ‘SNC Student Teacher Observation Rubric Observation Number. Date: See Teacher Candidate \CULN Na LAAZe— read Teacher Main io Grade/Subject_ 7 j/\ We istrict 11 US) ‘School_—[ L- Lesson Content. uns 125s Time Allotted_ {20 yas > SNC Supervisor_¢i Ott Ww Date_\2O117/ = Professionalism [Meets ‘Approaches ‘Does not meet ‘Content Knowledge] Demonstrates appropriate knowledge ofthe content, the information conveyed to students curate and unbised. Contents “Standarasbased and focused on Dermensrates accepiabie contort nowerdge, te lnformation conveyed to students is aecurate. Content nat always standards based or focused on erie input Does nat demonstrate salsfactory content knowledge, conveys incorrect or biased information to students regularly. Content is nt based on standards and often not focused on erieal input ‘modest and appropriate forthe Sette inthe lassroom Tet ope ‘Appearance i nat aperoprate fore school etng— immodest, unkempt, tr inapproprate forthe classroom Punctuality —eeoeealaaed | ities on te. Nor Apeabe ‘ORen ate to shoal arin completing professional requvements fattendance, grades, supervision duties ete) ‘Communication Skills] Uses profesional angvage when speaking and writing, nal communication with students, administrators, ealleagues, and parents, Follows appropriate hierarchy when (s)he has concerns ‘ses formal language nthe Gassroom ‘orinwtten communications which doesnot refecta professional dlepcrtion. Sometimes follows appropiate hierarchy with concerns. ‘Makes frequent errors in grammar and spelingin written communications, ors unprofessional Inwriten and/or verbal communications. Does not follow appropriate hierarchy with concerns ‘atitude ‘Consistently demonseates ‘enthusiasm fora 38 including utes, Pics/meetngs, parent contacts, ee Seeks suggestions from mentors and accepts feedback. Seeks ‘portunities to leara, induding Sometimes demonstrates enthusaam for al aspects of teaching, including utes, Pcs/mectings, parent contacts fet. Accepts suggestions and feedback Atterds rainings when encouraged, Uswaly teats staff with respect Seldom demonstrates enthusiasm for allaspecs of teaching, incualng utes, PLcs/meetings, parent contacts, ete. Does nat accept ‘suggestions o feedback. Ooes not tend trainings when availabe. Does ‘ot always treat ttf with respect, Sota Teas at eh ripest Tetiedion on Procce | Restle onion] Refesocaoaty onravocon, Does nat eit, or reflects but does assessment student achievement | assesment, student achievement and | not make adjustments o practice andes ‘url, and doesnot consistently | based on the data, jon | make adjustments based on election seflection “jtanna A A a adpsrny her ‘Commendations, Recommendations, Notes and Comments: o great acacnine ro Ope were eff echve ol ceftectia Siva te gies Teacher Candidate, Dor Date. Page 1 SNC Student Teacher Observation Rubric Observation Number. Date ‘Classroom Management/Effective Learning Environment ess toe cane "s ms Inthe dlastroom ina way that faciitates | sometimes causes disruption to the flow of patterns causes significant dlscuption to fapedatons | noe | eetaermeneamemen | Bi ease carne aT TE, Seercscecces™ |Seetemccnainate | Saricisecesess notable Scorers, | Somers eee. |S. |= Stents are engaged nace ss Ending Cass incon nese epaenen | TANTO | MESO ONESO {Seiwsehean we ache manag | to tecthewesgutartovancer | tenet ergaedin aed lerine snotapplicable | tancuredstayundisdenrse | fewclunestes weet ofaaenpemet | as of nr nse orto Sumese nero feorttte nd tis snng pera ound stteterang se Transitions oration me Trnstons sometime ec png bat] aston cmstery ref oo an time | wenconsarn mosonrinestatessenve | parnngendble exces amour a Gmearmterupebetowotaarton "| Sresutngwmncnsvuctons dared cnotappicable —|aewcionereeare etcaneto | rasungintntextwrtnegtoreran | snéregnngasronm onl as ‘een cone {Suslefnetatactonsononrent | aeoyfom neestonal ine ‘Materials and Trot eancnoacaicne | on aepacouninmngers | Tee eerie eyo suppres serena sarmcrens | necleasmeearnaiwoctd’ | sgitonionstinrena ines Eheingnsrwverdtecteos whe | Seysatemorethor i miner mgcure | arent elering recs or srotapplcable | mutianiniraerotnucteratome | safesoucorl teers darapivet | exp suders ann ou mater 0 SSsrntontttememogecanana™ | te tenmnng racer cere se ‘soon Traplernertation of | Rows recon fr Ran aes | Rains a wide Torsone nies | Roane ea Te aE Routines SEEM onoeonor | tmaecsoreswtensdmenene | notderontens aepeceeein eicarmgevranmertvmeia' oad | trope! of nepnaeee Devore rnie tos not applicable _| Suton erate spepie ine ons, Recommendations, Nal ‘omments: Commendations Reco es, and Dn SHURE eS more ear/ share consioeen toy rxe woardS Preparation and Planning for instruction Teacher Candidate, Page 2 Date. SNC Student Teacher Observation Rubric ‘oral and written activities and move students to higher cognitive levels more than half the time. ‘written activities inthe lesson but ‘move to higher cognitive levels less ‘than haf the time Observation Number. Date: Meets ‘Roproaches Does not meet 7 Sara ee on ee eae Lessons content | NGSS,or donot consistently include | the NAS, NGSS and donot include area Nevada Academic (CSS Standards fr literacy in CSS Standards fr literacy in Standards (NAS) Next content areas or Standards of Math | content areas of Standards for Sansauorscweesidands | racine Math Practices. (GSS), and include mE le 3: subm prepared butlacksome ofthe | prepared in advance or | dvance and include clear’ | components that are required for _| frequently ack the required Tearningobiectives, student | effective lessons or are not components engagement strategies including: | consistently submitted ina timely student discourse, opportunities. | manner for student metacogntion and formative assessment Questions or both | Questions are planned or eraland | Questions are not planned forin the lesson ‘Material and Supplies Materials forthe leon are consistenty prepared in ready prior tothe | Stier son an ally accesible. Materials are legible, difereniated or adapted as needed and age appropriate ‘Materials forthe esson are sometimes prepared in advance and easily accessible. Sometimes materials are difficult to read or see, not atthe level appropriate for the learner or not age appropriate. ‘Materials are often not ready for the lesson or not legible, appropriate for the learners or ‘age appropriate, When prepared in advance, materials are not easily accessible Pacing ‘The teacher candidate has considered pacing when planning lessons and can adjust the plan as needed during instruction ‘The teacher candidate has considered pacing sometimes or has difficulty adjusting during instruction “There is no evidence that pacing Is considered regularly prior to implementation of 2 lesson ‘Commendations, Recommendations, Notes and Comments: Teacher Candidate Date. Page 3 SNC Student Teacher Observation Rubric Observation Number. Date: Instruction a Mees Approaches Does not meet ‘Objectives Specie TARE ESSA STORY — Obes eg gra oneal] Does on Cimrostresontine sspmycina | eso meseam peer SSeuades Sentedieasdetensecin. | tonto ners ag Simpecectcn secewcar’ | Stinatcratasanen sac) | econ Suse we ot oa the Seteerctceee cong ret, | eeneg pada went ow | Soi iemng trees | sous aiee Conneclons tPF | Sane coe ete | tne Oncor nae Se aaa aE ome Smenomsrftamac’tcsn | femcarporeurng cen | emmnorenproveae Sue ies ough ey vocabulary Iacono for iea ‘omens obi 9a the ne Ice hough ey vocabulary inst cton Sidotrer states toe who users ference rue aa te new ISS through ey vcabaley auction ‘Sissy naw rave ear wh abou he tessons re leary aad and ae vary afengagerent ates ond frequent opposer srt or ‘Student Engagement fontope: There ae opportunities Tor ‘aces to proces new information oF ‘often teacher entered and use of active hens rates encore aneraton often otk Stuer re otactveyenauedin rcesing new (formation depen undertanang Incl engagement sates tat fs ‘ndcouteThte ae ed ‘poco forego a process ne Infrmston or depen anderstaning ish ‘rater ta ace engage tems. ‘Staten ngapenersconertery blow ‘Spporanies for | Tester ncane sos Rae m Tere arrow oT RTOS Metccognition mein pedes | Suaenitosemetacapntne or teresrefew | svmepern tbe cso ang letacognit operunteste rece singsintapes | opperuntestwenggeinretecton or | iruton Saconssentypowdesoporuntes | mescogiton once he sratepes oe Ieaectonthe an rapa: pacts he csroom Formative The aah cand OBTSAT panT | Ther eines oftes panning Trea —|Fornsieaumet sven dT ‘assessment Enlai | teuccrsmactmarcsenen |e leonngané agit ntact teed on | doer ot coaster eukin ahten o Pacing “Te eather candace thepaaTor_] Png nent a oica Sow ee dio he ston meer are emensvatinglac of wena Ieeing bit neonetent in mantonng an Imaingacstmert. There ar period {wpkand re learn acy panned 0 ‘fades do ot demensate undertone Ploy of suerte. Tare ar pares oF Sine ew stent ae 2p timer not used fice foci on student engage wth be iecam ston noes are set eacher focused over half of the time. protertaton wth few opportune for canes Rn so omens NT a ans ib eva aAnnIMy Wott runt ngany 1 uy vob vine # a a4 ersgyey~ rutl Soo s > Ss O@ ah Oe ke Wee Mai deen 7 ts cr drattnle!, Je wee ay weed +) pecont me rohit AE wits open endid queyhOnTry Cana “As pownrt Teacher Candidate, Manley: Date. Page 4 SNC Student Teacher Observation Rubric Observation Number. Date: ‘Assessment of Student Learning assignments and tests, provided ina timely manner and provide Meets ‘Approaches: Does not meet Formative Formative assesement drives | Formative assessment is used Formative assessments not used ‘Assessment instruction and isan integral | during instruction and sometimes | consistent nor iit effectively partof planning, lesson delivery_| results in adjustments to instruction | used to adjust instruction or to and differentiation. meet student needs. Formative assessment used consistently throughout instruction to monitor student understanding and adjust instruction ‘Surnmative ‘Summative assessments are | Summative azzessments are based | Summative assessments are Assessment based on the standards and _| onthe standards butare designed | designed based on instruction or Hairedprereraecton | seresructon hes occured taken from textbooks and other aNot observed (Backwards Lesson Design) in| rather than as a tool to guide sources not connected to the order 1. | instruction and planning. Rubrics | standards. Rubrics ae not used. ie 1. Rubrics are are used inconsistently for major routinely used for major assignments and tests. clea eter fr: Feedback and ee ckis provided on | Feedbacks not consistently Feedbacks occasionally Grading s jentworkis | provided. Student works provided. Student work is not {fidedinatmeiymanner and | Sometimes rede Uinely graded in a timely manner, {grades are entered correctly and | manner, grades are entered grades are either not entered Inatimely manner correaty, but not alwaysin a timely | correctly or not in timely ‘Commendations, Recommendations, Notes and Comments: SP2DTS veveed IPDS; revised PATE vied PITTS, ese OFS Teacher Candidate Signature’ 4 SNC Supervisor Signature: Lead Teacher Signature: Teacher Candidate Date Page S ‘SNC Student Teacher Observation Rubric Observation Number_“@._Date: _|o Teacher candidate SEEN LEANZ~ ead teacher _(. Aricerson Grade/subject_— 1S Dati US senoel TOI bee Lesson Content_L VIGNE Time allotted SNC Supervisor_ COT) CO VOUET Date. 10714 1S Professionalism ects ‘Approaches Does not meet Content Knowl Deron SSPE Dernonsrates scapaBe Content] Dass nat demanatratesattaciony Trowedge the content, the | Knowledge thenfrmation conveyedto | content knowledge, conveys caret informaton conveyed tostadets's_| students accurate Content et | ox base information to students Zaurateandurbased. Comers | alway standards tacedrocused on | regu. Content Is nat based on Raat antonsgin | ett andardsndoen nt focused on avealnput steal put Profesional “apperance i burewrapprapiate, | Nat ARBRE ‘Appesrance anak approprate forthe pearance ‘modest and appropriate fo the too! ating modes unkempt, Seven cron. 77 trapper the casroam Punctuality Fonaialand completes alrequred | Novae ‘fa retool orn conten fates on tne 1 profesional requirements \ Me, fatendonce, grades, superson ¥ NAT OE VS tutes ee) Tommmanication STE | Uses profesional nginee whe Ef Uses normallangiagein te csoom | Wakes requent ewarin amimar speting sndvwrting na orin written communcatonswhich | andspaling in writen inmuncatons widens, | does not refec a rfesont Communiestons ort unprofessional eiminisrotors colleagues, and ition. Sometimes flows inwrten andr verbal torent Follws pprgrate,\y/poroprnteharnchywincoces | emmumtatns bots tow ararchy when she Ras once Seprpate Merry wth concer Ttade Consent demonsirates Tomatoes dononaies onus —] Seldom demonsrates ents or enthusiasm tora aspecteat \_/~ | fora aspects of aching inducing | alaspecs of teaching including teaching incon dts, Gittes Pesos ngs parent contacts | dues, UCumectigs, parent Pcsfmectings parent contacts ete, | ee. Accpts supsetions ond feedback. | contacts, ee Ooes not accent Scokssuggestons fom mentor and_| Attends trinings when encourages. | suggestion or feedback. Does no accepts feedback Sete stall wets af wih veapect attend traning when aisble. Obes pportntesto lear, neding okays treat atti respect inns Tests al sa wth respect Teflecion on Praaice | Requariyrelectsoninstiveion || Refetsaccavanaly aniston, | Does not rele or reicsbuk does Dssesment student achievement | seesmen, student scevement and | notmae adjustments 9 practice Sed curricula makes ammcutum, and dees natconsstenty | Based onthe data Behusmentsto racic basedon | erate adjsiment based on reflection ieterton Commendations, Recommendations, Notes and Comment Teacher Candidate__ ACU UY “Page 1 SNC Student Teacher Observation Rubric Observation Number > _ Dat ‘Classroom Management /Effective Learning Environment Meets ‘Approaches Does not mest Physical Space “Teacher nai ws prope Sessa / ‘aleyor sudenssrentored ington or student engagement. Pryscl ‘sty of tudents ot consent ‘eetored Te we ol pheasant ae pettme cares seneant euptiont the flow intron ar rudent, ores of the pal safety of Behavior Expectations Taina aaw ape craw cfoocrepecatoll acer rcarten fierce Cintas Store vt nortan sate tropicana Tres evidence of behavior opeaatons Bat them, Ter re nconestenees emonstated when recog erecting ruroredandprase lead ineece ‘users cok demorsate awarenes oT urred on pres used infective Establishing Rapport my WG alt Tea STATOR FONT ‘reimat stars flat they ca expe ‘students’ behaviors demonsrats that they. ‘ost ee comforle orev se ‘euncomiorabeo Sporeoran bounds sent mitined Beginning ot Class notapplicable Te teacher endiate plement ‘ree alstdert gon enernane {enoom. “nourekeepng ander ‘biter re completed ect wile ‘Hectve, Noweteepng” ad cra (iter sometimes etn om or ierupt “here 0 eadance of vin for ngage stserts wen they eter ne Ending Cass cmatmnivoncratetecnctces | smameccucnstotweneorens ett | ricer portthecndefcarend send {ealtovat wanthe each mantonng | bel, there re sigitearctasces "| tment engaged panne tne ‘snot applicable Ssrecuredaciwayenstodens se | (everltinesn sweet ot dsenggement | actives, of engage nsoclaing rato ‘dmased by th each orto the endothe ering pes the endothe earning pr Transitions Teron ee Pag Fe son Yoana "potas comet ot Sto nat mrp ie fow ot me ore the ow ot aecion | Rime during wchintvton dared | not applicable tucton orregurethetexcherto. | renfinginttetexherhovngtovesn | andrepinng foam cont tales incantt comeret te aaiuconstgnwoonert.___| ay om inition ie Materials and Terese outer pace Tate totes ae pace toturinsipens—] Tere ae no tes peo Taye a Sensing signments ond (//| and pit uptroseswork andor aerbveng | mpleertedicossterty renee picking greed wor citvingand” | andeaectne mater and tetboxtsbut | sgnfian x ofineuciona e Clecng tera an tembeoks wach. | theyake moretan -2mmresanseare | ehropuon totelesringprocs or conot applicable Cesukinmninallsrcfstoral me | lsttleacionl tne we uote so | exopl,entshahng ot metre ‘rasvptontothelermingpecessand. | Be kang proces reper atte) Implementation of) foviresareaenovman scivte, 7] Rosine Sader some aM, Wane oe nee he ong Routines Gretta spevm,sawptenct | mnalowsanesuatncenomne | horconceate macpeacrs i canat applicable user eermnreate ppronateleve! ‘Commendations, Recommendations, Notes, and Comments: Preparation ar nd Planning for Instruction ‘Teacher Candidate. DE Date. Toa Page 2 SNC Student Teacher Observation Rubric ‘oral and writen activities an move students to higher cognitive levels more than half the time written activites inthe lesson but move to higher cognitive levels less than half the time, Observation Number. Date: Meets ‘Approaches Does not mest ‘Standards-based | Lessons are consistently based | Some lessons are based on NAS, | Few ifany lessons are based on Lessons ‘an the standards for the content | NGSS, or do not consistently include | the NAS, NGSS and do not include: area Nevada Academic CCSS Standards for literacy in CCSS Standards for iteracy in Standards (NAS), Next Content areas or Standards of Math | content areas of Standards for Generation Science Standards | Practices. Math Practices (NGSS}, and include Common Core Standards for literacy in content areas and Standards of Math Practices Lesson Plans Lesson plans re consenty 7 | Leon pans ae consent Tesion plans are not consistently prepared and submited in prepared but lack some ofthe pregared in advance or ‘advance and include clear components that ate cequired for | frequently lack the required learning objectives, student | effective lessons, or are not components, ‘engagement strategies including | consistently submitted ina timely student discourse, opportunities | manner for student metacognition and formative assessment ‘Questions ‘Questionsare planned or botty” | Questions are planned for oraland | Questions are not panned for in the lesson, ‘Wiaterial and Supplies Mel frie emer peed Sines eyprntoe Seve een nd estates Nate ae tue aftrenie or sled os nendd one ae ‘Materials for the lesson are sometimes prepared in advance and easily accessible. Sometimes materials are difficult to read or see, not atthe level appropriate for the learner or not age appropriate ‘aterals are often not ready for the lesson or not legible, appropriate for thelearners or ‘age appropriate. When prepared In advance, materials are not easily accessible Pacing

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