STUDENT TEACHING/ PRACTICUM OBSERVATION RUBRIC FOR ADOLESCENT MATHEMATICS EDUCATION SEDC 453/ SEDC 753/ SEDC 773/ SEDC 773.10/ SEDC 773.20 Teacher Gandidate’s Name: Decres Suny Moka Coho Ubi ny TP FOF _ Supervisor's lend Gest 7 yf InstructoriCourse Number, SDC 7. Observalion# 2 Semester#! 5.» Dales Ze | elablahed in the student teachegipracioum sernnar Use the rubric as a qulde for evaluating teacher cand during ory, Mere af eight categories fo evaluate, The rllngs are based ona scal of to 4, Flin the Jory Is not epplloabl fr the particular lesson). See the Ruble Rating Gulde actendum for ‘more detalison each rubriooatogory. Category scores should be given hoitically, assessing the category a a who) fd according tothe following sale: 1.0.9 Not aoceptable, 20-2 d-Developing, 2.03.9-Profelert, 40= Examplar), Scores shouldbe rounded ta ane decimal place (2.9.3.0, 3.1, 32, 3:3, at). Calculate the overal scar by adn the soore fom the fet seven xing rng 7 a, aac praia wih «a deen oe esen,surary bt candidate's sirenghe, & suageetions for improvements (n parlour fr areas that were under doveloped or developing) Perform: Rating Key> ~ Inaleators [Gy Not accoptabe: Pevormance [lee than adequele;coslerabe Improvement needs tobe made Inti area : « _{ v (2) Developing: Performance eno conslten; peo checks wl be needed during student teaching a} e| : i (@) Proficient Sk prtormed a apropat pectatone athe pir i | i | H (4) Exemplary: Performanoe ls spear, excaeds expecations at this pont - g é 2a ~ [ Standard 7 5 i i =a, Knowledge of Learners E 5 a. Used language appropriate to developmental and skill evel _ o[ofolel|o ‘1b. Presented content appropriate to developmental and skill level - o|olo|lelo | ‘te: Challenged students to think and/or develop skills at a more advanced level °o ° oO @ ° 1d. Used differentiated instruction to provide for individual student differences 7A ofo|ole|o- Overall Performance for Dimension 4 ° ° ° e ° Fo alles |e ao Lo aMtowledae ana Uaelor| subject Mpttert AeA LAIN] 2a: Provided accurate Information about subject matter, inoluding background or contextual information ofolofel|o ‘2b. Delivered lessons that Included key concepts, themes, and skills related to subject area ° fe ° @ ° 2c. Presented subject matter in a way that appeared to be meaningful to students ° ° Oo @ ° ‘2d. Used appropriate subject-specific pedagogy o|o ° @ °o Overall Performance far Dimension 2 7 o}|o ° a ° Rev. February 2015| 1Performance | Rating Key> - Inateators | () Not acceptable: Performance lls than adequate; coelderabl improvement needs tobe made inti area Z| es _ {2 . (2) Develoning: Performance ls nat consstent: prod checks wi be needed during sent teaching, gi) ele ; t (8) Proficient Stl pertarmed at approprlat eer meets expectation this point. g ai j i (0) Exampiary: Performance is super, exceeds expectation at his pln z/a/é 26 a — —_ — [Standart ~s ‘3. Skillin Planning 3a, It was evident that a lesson plan was created, and the required elements of designated lesson plan format | 7 4 ololo ° wore delivered in the classroom in an organized way 3b. Objectives wore clearly stated in behavioral terms and made connections to prior activity or lesson 84 o|o|o ° ‘3c. Established instructional routine 73 Oo ° ° oO "3d, Sequenced activities.in a logical, developmental manner 73 of;o}o i) 3e. Selected appropriate instructional resources, materials, anditechnologies 8.2 o o | 0° ° Overall Performance for Dimension 3 o[o fo ° eae oe Toa en Sep aA Sgingfeachingan oy al ompr ed ES Ge i 4a, Used motivational techniques that created a classroom: ‘where most Jeamers were motivated 73 oO °° ° ° 4b, Used a variety of ways to engage most | 73 o|ofo ° 4c, Distributed and managed instructional materials effectively to maximize Instructional time O° oO oO ° ‘4d. Paced lesson effectively to accomplish objectives, including a conclusion at end of lesson 73 oO ° °o ) 4e. Used more than one instructional approach, as appropriate 73 oO oO oO ° “4f. Communicated clearly using verbal and nonverbal message: 73 o|olfo ° ‘4g, Used questioning strategies to elicit student responses at literal, analytical, & critical thinking 74 ° o | 0 ° 4h, Adjusted to unplanned circumstances - 73 o|olfo e Overall Performance for Dimension 4 ° oO °o ° Rev. February 2015| 2Performance | Ratina Key-> . inlators | () Not acceptable: Pertormance| .usle; conelderabl improvement needs to be made in tla ra 2 . (2) Developing; Performance fs not conaltent perlodo checks wil be needed during student teaching, a) e]e : i (0) Proficient: St performed a appropiate evel, meets expectations al this pon. i | # | 2 | Ee (@) Exemplar: Prformanee Is superior, exceeds expeialon at hie point. 3g I B| Ege E — Standard — 5. Skiilin Developing Caring Learning Environments and Showing Respect for Students Sa, Showed rapport with students o|o)]o,;e yo 5b, Established and maintained consistent standards for student behavior using a variely of classroom olelolelo |___management techniques ee 5c. Bulll Cass community with opportunity for student participa 74 ofolfo|;efo 5d. Used nonverbal cues and other ight fouch* techniques to address distracting behavior and promote good behavior - oTeo};o|e|° Se. Handlad disruptive attention-gelting behavior in a timely and appropriate way ofo};o;elo 5f. Showed patience with students _— of; olfo|e)|o 39. Thoughifully responded to student work —— o | 0 [0] 8 | 0 'Bh, Used positive reinforcement and corrected mistakes in a sensitive way o|ofol;elo 5], Promotes sensilvty to diversity issues (ethnicity, language, oendar, socioeconomic status) 7m | 0 |o|o|ove ‘Overall Performance for Dimension 6 o|olfo|@el|o j ng Pp hath 6. Skill in Assessment and Impact on Student Learning i C a, Used strategies to check if students understood Information 74 o[Tofo]lelfo 6b, Provided holpful feedback to students _— 75 o[olfoletfo 60, Used assessment information to guide instruction 75 | 0 |o/;[o| elo 68d. Matched assessment to instructional objectives [7.5 o|o|;o|@|o 60. By end of lesson, students demonstrated achievement of objectives or made progress: 75 o|ololelo| Overall Performance for Dimension 6 o|olfo|@|o Rev. February 2015| 3Rating Key (1) Not acceptable: Performance fess tan adequate conaldrabieinproveant needs to be mad nih ae ile : (2) Developing: Pecormanoe nat eonasent perdi checks wil be needed during student teeehing & : i SE Ela SRES EEA | a (1) Exemplary: Performance ls euperiar exceod expecatina at his ptt 5 é 28 — [sianaara vo ore ane io Oe [ie [7 Teaching Math 1 PRL fe Poh "Ta. Clear and coherent communication about mathematical thinking to students 3 o,oyTol,[@#|[o "7b, Uses language of mathematics to express appropriate ideas 32 | o0|o ]0o0]e|0 | 7c. Organizes mathematical thinking through communication 33 o}|oj;o;el|o | 74. Engages leamers in effective analyses of different media and communications technologies 34 of}olo;e|o ‘Je. Selects appropriate math-specific technology tools (6.9. spreadsheets, graphic calculators) 64 9 o;ol|@ o ‘7f. Uses multiple strategies to assess students’ mathematical knowledge 6s | oO o|o| @ oO Overall Performance for Dimension 7 o[of[o|e|o bey pak pul |) 1 =] >) 18 Commitment to Teaching and Profession Sana Ss fen, 8a. Demonstrated a positive attitude throughout the lesson _ Oo] o0 @|o [In post-conference, reflected on lesson and offered suggestions about how to enhance teaching o[o° @| 0° | 8c; Accepted suggestions for growth and, in subsequent observations, assimilated the suggestions o[o @[o ‘Overall Performance for Dimension 8 o|fo @|o 9, Narrative: Attach additional pages to describe the lesson briefly, highlight the teacher candidate's strengths, and offer suggestions for | improvement: To Score this Observation Evaluation: ‘Step 1. Add up the scores from categories 1-7: _ 25 2. Calculate average (Divide sum of scores by 7 & round score ‘Step 3. Match score to the grade equivalent by looking below. Step 4. Write in the grade in rs hox to the right-—-—-> to nearest tonthy: _ 7 Taverage Is 2.0-2.9 (0, C+, and B Developing Performance is not consistent; periodic checks will be needed during student teaching. (70,0-82.4%) Traverage 1s 3.010 3.9 (B, B+, and A) Proficient Performance at appropriate level; meets Performance Is less than adequate; ‘expectations at this point, (2.5-02.4%) considerable improvement needs ta be made in this area. (below 70.0%) Traverage is 4.0 (A and A+)= Exemplary Performance Is superior; exceeds ‘expectations at this point. (02.5% ‘and above) Rev. February 2015| 4IDs aup years. ue sepa at auanuodss JOM quapuadapUl aly IAIM AYNDYyIP Alan ale syuapnys aup yeu sueadde 3! 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