3 ‘Teacher Candidate Bey MAD Grade/Subject__U «eres Oistrie LWEGD schoo! Lesson Content: Sage Time allotted _ FO AN SNC Supervisor. Seek Cor Date. [ Professionalism [Meets "Approaches Dos not mest i ] Oerionstratessceatabe convent rowed, the information conveyed 0 | always standards aad or focused on 1 Bees not demonstrate ataacton | content knowledge, conveys incorrect or biased information a stucente | raguari. Content isnot bases on Standards ana atten not ecieedon | crteal input Content Knowledge | enonsiatessppreprate ‘ronecge ofthe content, the vrata conveyed tose Stardaces bod ane focuses, pe wget Professional //Mibearvee ‘Appearance ] et Aoan ‘abearance is rot appropiate ore ‘ehoo setting ~ modest, unkemet, Cr imaparconiate far the clss00m Punetualoy (= ‘and corpses all = Communieation Sil | U5 ra hing and writing al Ministers, colleagues aed parents, Folows approprate a Toraaaiiatie ‘ses nformal angvage nthe cassroom fen neta school orn completing fessional regueements lauendance, grades, supervision | duties et) ‘Makes frequent evar gam and selingin writen Communicators, ors unprofessional | le wetten and/or verbal | communiatons. Daes nt follow ‘meng wanting eee Fivimewenge pores Sedat bon eto cepts feedback, Socks vs ( | geergs eae as Tepe ) chy wher arreaeer apocepriae hierarchy with concer Atiude [Sere demons 7 Sorina darsonivaiesmitwaam | Seddon derrorstrates ethos fa ethane oParaepeetsot—— Ny | orl vepects of teaching. including | alaspecteo teaching, ncuding utes, Pics/meetngs, parent concacts ‘Aeeept suggestions se foodacke Attenes trainings when encouraged utes, PLCsfmeetings, parent, eontat, ete. Does not accep subgestins or fandbeck, Does nt tend raining: when avaiable. Dogs rer akays trae sta with espe assessment stusentacnevement Sand curiam ang maker ‘aajusments to pracice based on Tefecion on Practica Rein refit an atction, ( goto & pesecet dpe “| ait oetavorlly on action, seament stent acinemant ad reculum, and does not conastenty [hate ausimensbeseonretecion | | Commendations, Recommendetions Naver and Camiments oeLlectinrs hare een necer ud het AD insha re fccpal 1 Daesnat rec or rtccs bat doat | not rae adiastmers to saeiceSNC Student Teacher Observation Rubric Observation Numb: Date: ‘Classroom Management/Effective Learning Environment S ‘Approaches | ‘Does not meat 1 reserty | swear. Theve a equart pti | Physical Space | \ Erpecatons Neeeeeieretersmenatt (Meirenciacnema | aaa aeeais [MANE wiatcneemrnmtee \recenemcemrenace™ | mememnemrae Sas / eee ooo : Soe | Soe an Cee a" Eaters eepistccdureu S| coamntancr nication iat | alana malt necnlercaraisent | conaptcati, (| Chentanermmenacie [annie | Steet | Creounces awe mama imourcfyne_ | remcerem ancrometms ae exaave | panning and ake reste aout of } not applicable aa (ee a [fncserenanen rasa Supplies ff octet ponent fomcnbhernsniceulinc not apptcable Shit ingeerstnaratarghine | losctmaacions ines edwuptuete | oampis madkrtenendng cs materaleto | esi arate | Hines | Sree aan | ae oa REE | Rowines leaned See eee | Soe | oe "Commendations, Recammendstios- NET and Commis cu Lm deaca wen, ord respeck Hor hes ee Cae take lve actu elas poor | oe weigere — Gehater tesues Gre WAAL | ah or PEs (L bee Ob eecul) sho hen verdadqemert Ty Coe renms ‘Preparation and Planning for instructionSNC Student Teacher Observation Rubric . Observation Number. Date: serene nena Ri srr e ro eee a 7 ‘Standards-based Lessons are consistentiybaged Some lessons are based on NAS, Few if any lessons are based on ares-Aeadaseademe S| EcsS stots toritxaryn | Ss Sendare or ertyn Sananres aS) we dot nse asantes 6 | cok arse ar Sonat | (WeS) ae Connon Core Stantrsfor eraeyn [Lesson Plans Tesson plans Sretorsicent! ‘Lesson plans are consistently ‘Lesson plans are not consistently | | prepared and submitted in | Prepared but lack some of the prepared in advance or | Sicronttesedeer Romeriatrreate. | Remelyed Oerental | learning obje | effective lessons, or are not ‘components | engagement | consistently submitted in a timely for student ie | . | Suen /osstasare pam (oral and wilteraaiiibes and ‘Waterials forthe lesson are ‘Waterals are often not feady for semetimes prepares in advance and | the lesson ar net legible, agvance, ready prior to the © easily accessible. Sometimes appropriate forthe earners oF beginning of the lesson and \maerals are dificult to reador | age appropriate. When prepared Waterial and Sap toniyareesnte. Materaare Joee,notattrelevel appropiate for | in advance, materaleae not e itl cerintdor A telenierorreteertaropnte | eslecceable | aapted as needed and abe aerate Face The aRar STRAT nas S| The taacher cardia fat “There no evidence tat pacing carsidered pacing when Considered pacing sormetines or has | iscorsidered regulary prior slenninglesionsand can adjust \) efcultyadhsting evn imalementtonataleson | pegarssreridang j meeten | ‘tution / | | ‘Commendations, Recommendations, Wotesand Comffents: ] 7, 4 keoke gies Chkelezee be cuba | Se Lert Lanny xg lore | | se enokwese, Ke enkdure shuedeuk | Ace eh otter ark Parke) patter. Teacher Candidate, Page 3 Date.SNC Student Teacher Observation Rubric Observation Number. Date: @ | Instruction [Meee ‘Approaches [ Does not meet 1 ejcines engargr ar erinl | Oia erp ES TT ‘Connedtons to Prior | hon TS RSE Tare aon RO IE | leering y eee Souter crtaldcntaortortte new | ‘Sudent Engagement ae DREN TS RETO mee Sentence nd ace | | Steonuiesersuser couse re | ssn ei ‘Oppartuniie Yor a Metscegnition soon eioe tert: aaron ot Formative SEntarEmaa SaETHTOR, | ant ase ToreaTseeE RINT] AA ETT T aT ee {sudan ttoramcctira) | Yestema mttaer Stvemarcoon ants te ah Pacing [peace <= | Thence ee es BY] PORE TORN Ta waa TS Sin oacncrssentmsentregand | minster, meee oot! | scsme | raumgasuctrrt There ers | Sinton ew ssa te cel Ureruionsone mena vetawa ws | eeand athe innate srdnarecion! Senna eee Soeach sf undead Tear Coninred 77 cornices =a |S a | classroom | Snmtts pemnion/. tide rane ore neous copys wine at [ commendations Recor on | Opeuer ecekrroet Cyens nal exckaces) comacet ke Bren heannma, teacher moertled te whe? Con bopwrectte esse ceneuk ail leevon | ade Ron Ae | te Rel assoul ak rele deo lemen eb jeckises,SNC Student Teacher Observation Rubric : Observation Number. Date: oO - ‘Assessment of Student Learning ] I = Aoproaches [ Baws net meet Formative Formative sessment Formatve antsimant fumed Formative astssinentis noted Assessment inseuesion aneis an intepra\ curing instruction ane sometimes | consstentynorisitetfectely results in adjustments to instruction | used to adjust instruction or to part of planning lesson delve meet student needs. ative assessment used consistently throughout Instruction to monitor studery understanding and adjust ‘Surwnative sessment ave based | Summative aviensments ae Turmaine rz fceemene Dssegortéenangmegyrd | onthe anand su ae esened_ | degre taned onion a Spesproromasy | Steritructoravocearad | ten famertooeane ser [—|onerotened | fermarastasononian | hertanasseelqse | veernoemeceato te | frcerto pace hepanning 2) | retucton and sarang, Rbrcs | sara RuOrs re ot ued iaucion Rubocare | | we vtedeanacen formar | outmaly estore || animes andre Bssgnments and tests, provide | ina rer | cigx Cnrartor students cic feacback ic provided Bq _| Feadbacks not consistently Faadback gs oceasionally student work Student work's \| provided. Student works provided. Student work s not {aded in a timely manner, and \| sometimes graded in a timely ‘graded ina timely manner, aes are entered correctly and } manner, grades ae entered grades are either not entered | iMazimely manner ‘correctly, but not always ina timely | correctly or not in a timely | manner manner 3s, Recommendations, Naler ana Catteni: See POEL DOs 5 S@uccke chert quarts utelea Cor Gevrnerkour “asses 6 mer, Pe ard Legqer cleguue, | iT ae La revied 1291S, ed Ds Te eed DIL weed oS ‘Teacher Candidate Signature: SNC Supervisor Signature: Lead Teacher Signatur Teacher Candidate PageSSNC Student Teacher Summative Assessment Document tne Conate er Sewn. te tavecle ucnat_> er pe a suc Supervisor [en Suz fee Date. > Approaches expectations =1 Does not meet expectations = 0 Ne at 0 l a — a2 at =e Profesional Appearance SS on 50 Punctuality es o. 20 Communication Sis “a? ct oo Attitude 2 ot 00 Reflection on Practice M2 aL 50 Classroom ivanagement/ wT ot ar) Effective Learning Environment Physical Space ~? at ae Behavior Expectations 2 at 50 Establishing Rapport 2 at a0 Segioning Cass 2 at a0 Ending Coss, NG at 30 Transitions Ne at 0 ‘Materials and Supplies a2 a1 oo Implementation of Routines = 2 cr 50 Preparation and Planning for ‘2 7 ot Evy Instruction ‘Standards-Based Lessons 2 at e@ Lesson Plans x2 at Questions 2 at ‘mateal and Supplies 2 an Pacing x ot Instruction 2 at po l Objectives TRE at oo Connections to rior Learning 2 at 00 Student Engagement <2 at 00 Opportunities for ietacogntion “2 at uo Formative assessment 2? at 50 Pacing 2 at 30 Leamer Centered Classroom 2 at 50 ‘Assessment of Student Learning 2 aq | Formative assessment Vaz et Summative assessment \e2 et Feedbackand Grading Nz a1 src sicerioespnaure__/ lorbobt.,