STUDENT TEACHING/ PRACTICUM OBSERVATION RUBRIC FOR ADOLESCENT MATHEMATICS EDUCATION ‘SEDC4S3/ SEDC 753/ SEDC 773/ SEDC 773.10/ SEDC 773.20/ SEDC 791.58 The student teaching/practicum observation evaluation is used to evaluate the candidate’s performance related to knowledge of learners; knowledge and use of subject matter; teaching practices in the classroom. Candidates must earn a B or better on the final evaluation to pass the course. Those that do not meet this requirement must ‘make improvements until the satisfactory level is achieved. planning; skill in teaching; skill in developing caring learning environments and showing respect for students; skill in assessment and impact ‘on student learning; and commitment to teaching and professionalism. The purpose of the observation evaluation is to for candidates to effectively apply ‘Teacher Candidate’sName!__Z zn Lulu School Site: Z teach | Supervisor's Name: ete - Grade Levels 77/.— Course: Saye 270 [observation #: 7 Semester ti 22/7 a Performance | Reting Key? z Indicators | (2) Not acceptable: Performance I less than adequate; considerable Impraverrant needs tobe made n this area. a i a| Ples v (2) Developing: Performance is not consistent; periodle checks willbe needed during student teaching. g|é : a /2 i 12) Proficent: Skil performed at appropriate level; meets expectations at this point. a] 2 : gee (4) Exemplary Performance i sperior exceeds expectations this pot. i Bae gle a ad Performance Dimension 1. Knowledge of Learners 1, Used language appropriate to developmental and sil level mm TolTelToleyo| ‘Ib, Selected and util2ed content appropriate to developmental and sil level for al students (including those with special at olololelo needs such as gifted, challenged or EL's) _ ‘1c, Challenged students to think and/or develop skills at a more advanced level 73 ofololelo 1d. Used differentiated instruction to provide for individual student differences 7A ofololelo Composite Score for Performance Dimension1>>|_O | © | 0 | @ | © Performance Dimension 2. Knowledge and Use of Subject Matter 2a, Provided accurate information about subject matter (including background or contextual information) and demonstrated | 4 “olololelo knowledge of research results in the teaching and learning of mathematics i 2b, Delivered lessons that included appropriate curricula and teaching materials suitable fora students (Including those with | olololelo special needs such as gifted, challenged or ELU’s)that addressed key concepts, themes, and skills related to the subject area 2c, Used stimulating currlcula and presented cubject matter in a manner that appeared to be mesningful to students 72 olo|olelo "24. Used appropriate subject-specific pedagosy : _ 73 o|oj|;ofefo Composite Score for Performance Dimension2>>| O | O | O | & | Oance | Rating Key-> Indicators | (1 Not acceptable:Performance sess than adequate considerable Improvement needs tobe made inthis rea, ’ {2} Developing: Performance is not consistent; periodic checks wil be needed during student teaching. {3} Proficlent: skill gerformed at appropriate level; meets expectations at this point (4) Exemplary Performance is superior; exceeds expectations at ths point. Not Acceptable (1 points) Developing (2 point) Proficient (3 points) Exemplary (4 points) No Opportunity to Evaluate (0 points) Sandor) Performance Dimension 3. Skllin Panning Da Te lesson lan was reste wth spropiate leasing goes nd the esiedelementsoFthe dsgnatealesonianformat |,, | 9 | o | o] @ | o were delivered in the classroom in an organized manner 3b, Objectives wer clearly state hava terns, aligned tolenming andar, and connections were made pir 3a colololelo 3c, Established instructional routine [73 o;ololelo 3d, Sequenced activities ina logical, developmental manner 73 o|ololelo Be, Selected appropriate instructional strategies, resources, concrete materials, and technologies for learning mathematics | 8.2 ofofol@to Bf. Used different types of instructional strategies in planning the mathematics lessons 87 ofol[olelo Composite Score for Performance Dimension 3>>| O | O | O | ® | O Performance Dimension 4, Skillin Teaching ‘a, Used motivational techniques that created a classroom where most learners were motivated 73 o[olTole@yo ‘4b, Used a variety of strategies to engage most learners 73 ol[ol[o|lelo 4c. Distributed and managed instructional materials effectively to maximize instructional time 73 ol[ol[o|lelo ‘4d, Paced lesson effectively to accomplish objectives, Including a conclusion at end of lesson 73 ol, olo|elo 4e. Used more than one instructional approach, as appropriate 73 ololo|elo 4f. Communicated clearly using verbaland nonverbal messages 73 ol[ololel|o 4g, Used questioning strategies to elit student responses at literal, analytical and critical thinking 38 ol[ololelo ‘4h, Adjusted to unplanned circumstances 73 o;ololole Composite Score for Performance Dimension4>>|_O | O | O | @ | O[ Performance | Rating Key" z Indeators yt accept Perarmance estan aque cnderable improvement eed tbe made nt ra bog a) les ¥ | aypevelping Peromanceisrt consistent parol cheels willbe needed ung stunt eating a| 2) a] ] 28 (3) Proficient: Sil performed a appropriate level meets expectations a ths point. i z) ¢) Figs (@) Exemplary Performance is superior; exceeds expectations at this point. : i | Fi 83 3 | b\38 Performance Dimension 5, Skill in Developing Caring Leamning Environments and Showing Respect for Students Sa, Showed rapport with students 73 oTo,o,e]o ‘Sb, Established and maintained consistent standards for student behavior using a variety of classroom management techniques | 7.3 ofololelo Se, Demonstrated a commitment to learning with understanding allowing opportunities for students to participate 74 ofolo|le|o Sd, Used nonverbal cues and other “ight touch techniques to address distracting behavior and promote good behavior 73 o,o;o|le|o Se, Handled disruptive attention-geiting behavior in a timely and appropriate manner 73 ofololole Sf. Showed patience with students 73 ofol;o|,e|o 5g. Used positive reinforcement and corrected mistakes ina sensitive manner 73 ofol;o|e|o 5h, Promotes sensitivity to diversity sues (ethnicity, language, gender, socioeconomic status) 74 ofololo|le Composite Score for Performance Dimension 5 >> | _O ° oO e ° Performance Dimension 6. Skill n Assessment and Impact on Student Learning a 6a, Used multiple strategies to assess students’ mathematical knowledge and understanding of the information presented 83 ° ° ° @ oO 6b. Provided helpful feecback to students 7a ofo,;o,;e|o 6c. Used assessment information to guide instruction 75 ofo,o|,|e@|o 6d, Matched assessment to instructional objectives 75 ofo,;o|@|o Ge. By ed of lesson, students demonstrated achievement of objectives or made progress 78 o[o|,o|e|o - ofo;lole|o Composite Score for Performance Dimension 6 >>Rating Key-> rerformance z Indlestors | Not acentable: Performances ls thon adequate; consderable moroverent needs to be made inthis area il gl] 2) files v (2) Developing: Performance snot consistent; periodic check wl be needed during student teaching. g| 2 i i ) 24 (3) Proficient: Skil performed at appropriate level, meets expectations at this point. | i o\ F | g [saat | 24 Performance Dimension 7, Teaching Math 7a, Used clear and coherent communication about mathematical thinking 3.1 ° ° ° ® ° 7b, Demonstrated how mathematical eas interconnect and build on one another to produce a coherent whole 43 o;o;o,|e®|0 7. Used the language of mathematics to express ideas precisely 32 ofol,o|@|o 76, Recognized and used connections among mathematical ideas 4a ofo|o|e |o Je. Organized mathematical thinking through communication 3.3 ° ° °o e ° 7f, Monitored and reflected on the process of mathematical problem solving - — 1.4 ° ° ° e ° 7g. Engaged learners in the effective analysis and evaluation of the mathematical thinking and strategies of others 3a ofolo|elo 7h. Selected and used appropriate math-specfc technelogy tools (eg. spreadsheets, graphic calculators) 6 o;o|o|e,0 7i. Used a variety of teaching tools including mathematic specific technology 76 o,ol,ol,|@)o Ti. ffectively used technology's potential for building understanding of matheratieal concepts and developing important | g 9 olololole mathematical ideas 7k. Applied and adapted a variety of appropriate strategies for problem solving ii o;o|o |e ,o 71. Bullt new mathematical knowledge through problem solving 13 ofo;/o|e|o 7. Applied mathematics in contexts outside of mathematis using real-world (outside the classroom) examples 42 o|o|o|@)o Composite Score for Performance Dimension?>>| O | 0 | 0 | @ | 0 Performance Dimension 8. Commitment to Teaching and Professionalism Ba, Demonstrated a positive attitude throughout the lesson o[,o,]o0|;@ 0 8b. in post-conference, reflected on lesson and offered suggestions about how to enhance teaching o|o;[olelo ‘Bc. Accepted suggestions for growth and, in subsequent observations, assimilated the suggestions “o|o|/o|e|o Composite Score for Performance Dimension 8>> | _O ° oO @ °9. Narrative: Attach additional pages to describe the lesson briefly, highlight the teacher candidate's strengths, and offer suggestions for improvements. To Score this Observation Evaluatior Step 1. Add up the scores from categories 1-1 Step 2. Calculate average (Divide sum of scores by 8 & round score to nearest tenth): g Step 3. Match score to the grade equivalent by looking below. Step 4. Write in the grade in the box to the right-——> Final Grade: i Traverage is below 2.0 (F)= Not Acceptable Performance is less than adequate; considerable improvement needs to be made in this area. (< 70.0%) average is 2.0-2.9 (C, C+, and B-) = Developing Performance is not consistent; periodic checks will be needed during student teaching. (70.0-82.4%) Traverage Is 3.0 t0 3.9 (B, B+, and A) Proficient Performance at appropriate level; meets expectations at this point. (82.5-92.4%) Traverage 1s 4.0 (A and Atj= Exemplary Performance is superior; exceeds expectations af this point. 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