® COLLEGE OF Observation of Field Performance Rubric 7 WF EDUCATION GeorgiaState | a HUMAN ‘University: | DEVELOPMENT “Teacher Candidate: Mrs, Nnenna Amst Observer Dr. Debra Moore Date: February 27,2018 School Tr Cites High School SubjecLesson Topi: Envionmtatl Science rade Level: 9-12 Diestions ‘This form i aligned 10 INTASC, CAEP and TAPS Standards, The fis page provides opportunity for an over summary in Observed StengthvimprovementComnmnens. Inthe Notes seton, please wrt speific evidence and/or comments abseved forthe indicate hroughout the lesson, The Rubric is inclued for reference, Mentor Teachers mask the ‘observation on paper wih this ub for feedback, University Supervisors ener scores onthe eestronisrubre via College The Teacher Candidate should san the handriten, ecupload typed eoy ofthe observations Observed Strengths: ‘Youhave demonstated that you have the knowledge, skills and most othe dispositions need tach stants and postvey impact student learning. While the eson primarily entered onthe stents’ review ofthe previously lard cntent, you were able to inclu sme stodent-entred and student focused statics hat alo involved some note ‘aking, Students node acces to the Academic Language and you di a good of job of proving that aces for ot students. However with the knowledge of your Cones or Leaming, make sure that the students know and we the words comet in thet applications and processes. This might alsa prosne the tants’ mcacosive poxtses ad at ‘hem to think about thee thinking and understanding of what they do nt know, what they need to know and st gels for geting the needed informatio. Suggestions for Improvement: Consier having a mote defined start tothe clas, Do students know what the Ieening wil be about for the day? How do they know? Ae the objectives andor Essntal Questions listed to pide he instton? 1 conser providing them. enti ways to diferent the proces, prt and conten for those stunts your stoom whe mig need ‘he addtional support in beth eacher-directd and stent-cntred instruction. The context of your school and your awareness of who Sour stidents re mgt provide south ‘more opportunites to doo. This might also hep you to engage the more reluctant lamers and dist any disruptive stents, Some opportunities to prmote higher onder hiking, through questioning. This can also be dane daring reviews and through the Chromebocks Students have aces othe tehnolony and set during the lass. Ye aed it wel {nd migtbe abe to do to provide feedback and sages for improvement. That way, you can inch studeat use of tesnolog for review and inal astrction This teas ‘Hat you will have o havea very defined way of monitoring digital se for institonal purposes. ‘Student assessment gives you another way identify the strengths and needs and provide steps and provide feedback. Crete strcured way to model how you want he Feedack wo impet the stidens" proved pcfommance. What must hey doar they lean ofthe mann in which they el the standard? Tis areas very crcl tts pplication inthe TPA, Overatt Comme ‘You demonstrated through your questioning and planning hat you have content knowledge, skills an dispositions that are needed to positively impact students, Look those ‘areas where your rating nates that you ae Developing ad comin 1o deny profesionl growth and reflective oporunitc thal willow you to ue hse sks and improve in those ares, Teaching and Fearing ae Mud. A Tat of infomation exist to support xcelencein each Conte to purue i! Bes ta you en ne 707m iat Signature Observers Sars ‘Alpe nT Cae Tenshi & Lexie ropeinn Ai 208 + ie ihn aie on Georg Dprment of Edun ether Asem Fearne Suns Reece Shes Pf Sian Sample dirs: TAPS Ree Stet “IS I2 EDGAR ins iar doe usSchngat Rubric Page 1 (01.18)@ COLLEGE OF Observation of Field Performance Rubric EDUCATION. T-PL.[Contett Knowledge [Demons secure, [Demons ascurte [Demensiraes acura but shallow [Denontaes insert OR Demonstrate sceeratefophiteatedANDarist omprchasve, ANDIOR curen|OR ou--dae conter, nscruae content knows. Koetentknowieae frie flmem anowcie Komen trowlege finowleipe fenject mater and grade * lev [PL |Pednpiat Content Lapis sopiatincdpongonicl Appi Sompatbauive [Appi bass paigoiclcowtent [Appi nadeune peal knowledge: Lement nowedge AND sil of [pagal sonst hncwledge_|inowldge AND skills ofthe een hnowiedge AND sl of | [Apes research-based [nsutjen ares ances [ANDi of he sbje ate, je act), acknowedges most he sje wre), ovens [AND resolverallicmen" feavesallleane™ lame’ misconceptions OR amr mizconorptons, OR fnsconcepions AND facilitates [icone ANDIOR [dnt oppounics for ies todos not bud ese" encepanl understanding in [oportmtes forall to fate pporntcs forall faoqure conceal undersanding,[oncepla understanding [norte concep lees to Jenene fndentndis fons underanding Isr Demonte sophisiaicdemensaiesempsheave[Donorsats basic wnssanding [Donon adequate fnicwtanding of whatimpacts fundantaning of what impacts fo what imac Iesming, (undewanfing of what impacts [caning nti int, ening icing lle, nding tls, seca, fering, coding tele [cil enconal AND physical {sca emetcal, AND phil |omotons, AND pia! non, AND psi [seat eed, AND nels AND Stents, eds. AND exerons tenis, neds AND perience ofa eames, AND faites) [tullicanes, ORsexponds wth lespoenca ofl leamers, OR eno wit appropriate [ANDIOR rspends with {tsiscarisar AND lstciona! [sponds wi inppropraie ricer AND mtuconal — aptalesurielar AND |resouessaport [scalar AND inst ____feruresippons nsuconalresureuppors fesxrersupons. (cP |Reademie Language Utlzs sophie aiding [Uti comprehensive ila base sang to [Utes inadequate sean [sesthe cadnntc language suppl emer cover eflding suppl |sppurt mst ene’ cooten-_upot eame”contenespectic lertneeicipine: makes ei vocablry development ame’ content apeciic. joel vorabulay acquisition oabuary austen OR IND comprehensive ecb devopnent —[ORtkmowsige of aginge mowed of guage fnation, finestndngtlamgsage ANDIORundentndng of isn, sax, AND discourse. |ynax AND discourse fmcon syn, AND discourse, [language into, sas, AND f i a ai rib [engages learnersinasive [Engages al lesen vise) gags leaner inate [Direts mos eres in athens Dies eames in simple ferig sedation remem arginine wring) eae faring ss oe “cre Toticlitstc nowidgc OR powltae OR skill devi oowleie OR kil development ffnowledge OR sil developmen Exit deveopmenttrnghot he woout the clss ering case luring te case tsps! struction eénitt, _[periodansructonl pment. [penetra segment beamen + Alga ATASC Model Cre Techie Stns Leng Prosi, A203 {AiZutsunnt pe om te Gua Dp of Ensen ecco Perms Sura Refers Sheet etna Sane nas. TAPS Refoeke Shet aS EDGAR oat dc I2. Suge Rubric Page 2 (0118)® COLLEGE OF fd community assets #Maximizsall eur’ price knowledge during the lesen; nigra lesson ebjectives to al leares* personal, academic, ital, AND carmunity asses Inolee daring the lesson lonnecs lesson objectives all eames” personal academe, call, ANDIOR communi, Observation of Field Performance Rubric Ixnowledge during the lesson lonnecsteson objectives to most lamers" personal, endemic, (atu, OR community asst, lnowledge ding he leson: lesz objectives not comes | learners” persel academic, ltl, OW community acs [Dire oe Karnes in earing Ictitate the lessons involves [earners in axe of technology [AND comprehensive use of se of technological equipment [ANDIOR rescues for instructional purposes. IAND/OR Ietmersare involved lin using the technology foe Haring OR provides, lcmprehensive rationale for fry lack of une of technological lquipment ANDVOR resources fina integrated manner for insractonal purpones [ANDIOR lear invvement [51D Engages learners inauthentic [Engages all earners in authenle [Engage all earners inawihente [Direc some eames, empl learning by using reat ieaming by integrating relevant, leaming by integrating reali [by providing ealifeexamples [are ireevant OR lemples and latte examples AND varied leramples ANDIOR. JOR interisciplinary cotent_fnerdscplinary content interdisciplinary connections. |icrisciptinay content, fnterticiinary content )nowledee Knowle i acing kecwedge. knowlege, [1D [Develops higher order [Seas ll terri evauaive Scalia eames anaes [Directs eames in comprehensive [Diese amar at knowedae” [thinking through questioning. [OR snthsis-level hiking level thinking questions level questions OR simple fevel hinking questions OR land problem solving rstions AND relevant problem |AND/OW eleva problem [prcblem-olving o acquire simple problem-solving to lsctiviies. Klving to fiat knowledge olving to faiitate knowledge [knowledge OR ski development. lcqure knowledge OR skill [oR ski development [Orsi clone opment (aot mcm fe fein aft to ico nm a henna lec You Langan [S1D Academie Rigor: [Establishes academic igor by [isaac scademiedigorky [Provides madame rigor by [Docs ot provide oppor fr Provides ik taking, licitating a variety of fcltating oppomunies or” [allowing lxmers to ke some learn 16 ake risks OR think lxploring new dens nnd tunes fo eamers 1» feaners to take academic sks faeademic kn considering [erica OR erative lencourages crite teacalemicrsks hy applying [hy exploring new ies, few ideas, OR thinking lreative thinking. eas, AND demonsuating JANDIOR thinking crtally_[erially OR ereatvely crcal AND exeatve thinking, [ANDIOR creatively [GID |fimplays technology to [Demonstrates sophisticated [Demonsutes comprehensive |[Demonsirats base we of ____[Demonsiates nadequte ure oF \cchnologicl equipment AND/OR Iesoures for insirictonal we OR lamer se the technology in 2 bascrmanner OR provides Basie rationale for any lack of we of echnological equipment AND/OR| esoures in abasic manne for instructional purposes AND/OR leamerinvolcinnt using the jshnology. fechnolgict equipment IANDIOR resourecs for instructional purposes, OR does lot involve lamer in lechnoiogy use OR provides Inadeguate OR no ronal for any lack of use of technological leuipment ANDIOR rescues for insructional purposes, OR liitednoniravemect of eames in technology. 2 tbs than sp 72512 EDGAR cd hn 2 gangs ‘Aged IATASC Model Ce Teng Stan Lag Posi Ap 213 erp epime caton Teacr Anu op Prema Sars ert: Sh ean Stns Sp tes TAP Reem Sheet Rubric Page 3 (0118)® COLLEGE OF Observation of Field Performance Rubric DEVELOPM! ising the ecology TAD |Wses appropriate Facilites lesson conte, [Drea lesson content, [Dine lseon conten, fcommunication techniques to jinstrucons, misommuniatons, instructions, miscommunication, instructions, miscommunication, liastctons, miscommunicatos, lsitate teaching and WDclassoom dscaurse[ANDIOR cissroom discourse |OR classroom discourse with OR casroom discaurse with earning. lticiendy AND equitably With JfTiciently OR equitably with [appropriate verbal AND non- inappropriate verbal, OR no- jostve AND appropriate verbal positive ANDIOR appropiate |yertl communication ina legis |serbal communication nom JAND non-vebal communication verbal AND non-verbal. sequence iogical sequence. jin logical sequence [omnication in logit Kequeoce. [51D [Empoys principles of whole [emonsraes a sophisticated Demcostates a comprehensive [Demonsras basic nowledge of [Demons an inaequate lass dtferenition knowledge of UD by facilitating knowledge OF UDL by flitting UDL by providing methods for fnowiedge of UDL by not Iniversal Design for ‘aily of methods all [avanetyofmethods forall licarersoensaze OR ifcract providing variety of methods ILesening. eames toengage AND interact |leamers tO engage ANDIOR [withthe lsson materia! OR [er eames to engage AND jvith he lesson material AND [interact with he lesson material fatvtis, OR demonstrate their interact wih the eson, AND Dae Ais Schl Tele. fives, AND demonstrat thee ANDIOR aeivities, ANDIOR {mastery of lwo objectives). (demons tciemastry of I tareaioecn te emma maser oflewn ajeavets demon rasa of eso becvas. lesson objectives) [on [Provides appropriate [Apis appropiate equved [Applicr appropriate required [Apis approprnte required Applies inappropine OR dose ladaptations/accommodatons fapiaions accommodations adaptations accommodation: fadapiaton/accommodations (no aply requir land/or modifications for [ANDIOR modifeatins forall JANDIOR modifications fer ll }ANDIOR mifcations for |naptatonlaccommodstions dividual learners with an flarers(eg. IEP, FIP, 504), leamers (eq IEP, HIP, $04); eamers (es. IEP. EIP, S04); OR |ANDIOR molifcatons foe IHEP, E1P, S04; or those who [AND forall learners who require |ANDVOR foal eames who fio learners who require eames (ee IEP. EP, 504) OR| Iequire remediation or fremediatiowchalenges. ‘reuieremediaton’stallenges, femeation challenge, or tcames who require [challenge [remediation challenges. IAL |Uses assessment tool for bath [Uses appropri frmative AND [Uses appropriate formative [Uses appropriate formative [Uses inappropriate formative formative and summative JANDIOR summative sssessment_|AND/OR summative assessment Jpurposes to guide and to lool to document eames price fols OR docs not document faust instruction. Knowledge OR new leaning 10 leases prior knowledge OR ciate earning AND guide ude learning OW adjust Iew fearing to pid leaning lastuction forthe whole class, |AND/OR aj instruction for [instruction forthe whole class, JOR adjust insrction fr the roups of earners, AND Ine whole class. sreupsof [soups of ears OW individuals. whale cas, groups of lamers 1 Aled TASC wat a Toshi Sond & Lang Popes A 2013 {Aig thn se om te Gora Deparment Eau acer Asem on Fea Shs Refies Shot Pins Sint Ss Inds. TAPS Refrence Ste 12512 EDGAR ela tn doe Sh nnoeaet Rubric Page #(01.18)wy | COLLEGE OF Observation of Field Performance Rubric EDUCATION Teamers ANDIOR individuals renee posdvearaing [Promctesa repeal karing lnvironment by encourazing_ jommunity by faiitating all learner self-regulation and lear in selFreglation AND lmalaaising igh expectations [confit rscation, postive [community by fitting all learer in selFreplaion, [positive easter leamer ANDIOR, Hearerleamer interactions Un [AL [Involves learners in involves leamer in sophisticated involves learners fo fovalves lamer appropriate [Does at involve lease i jndividest gonsetting and ngntive segs to consi fcomprehensivecomntve _feogniivestratpiesoconstrct_|cognivestteies to construct Jetacognitive strategies. jinowledge: AND mctacopnitve. fates to const howled knees howtedge. firsts, to thnk about what |AND/OR mesacngnitve {hey know AND don't know to. rates to think aboot what ft gals AND extend learning. they Know AND don't now to . st goals AND extend lamin. "AL [Provides feedback to learners [Provides compecheasiveFelbac [Provides died feadback vo the [Provides general Redback othe [Provides Tinie Tedback tothe jonstrengths,needsand othe whole clas, groups of [whole class, groups of lamers, [whole clas, group(s) afleamers, whale eas, groupts) of ears, ltrateies for lcames, AND individual earners|ANDVOR individual laren [OR oni learersfocasing [OR individual learners that does limprovemenvestension of ocsing on srngihs AND neds [fogusng on strengths ANDIOR Jon strengths OR nec for oot serve to suppor the licrnine- Ispecificto improvement AND [neds spciticto improvement improvement of leaning Improvement AND extension of festnsion o euning objectives, |AND extension ofleaing_fobjesives, eaming objectives. _ lejcives, [SAL [Models for learners how to [Provides saccade AND [Provides scent dine Provides ime ime OR suppor [Provides wo tine OR support for apply teacher andr peer supp for leamars wo seltassess |AND/OR suppor for eames | lear: to slf-ssese eames toseitasess OR to feedback on strengths, needs, [AND to apply teacher AND peer felfassess ANDYOR to apply |ANDIOR to apply teacher lappy teacher feedback to land stratesie for licedback to improvement AND jacher AND/OR pos feedback. [eedhacko inprovenem AND improvement AND extension of| limprovemenvestension of festension of aringchesives. oimprovement AND extension extension of eaming objectives. ming objectives, Presses bag ores citaing Icamers in self Iegultion OR positiveteacher [ANDIOR leamer-leamer interactions; OW by establishing Irapors with earners, OR holding high expectations, Jromctes alain environment at ds not faite learners Ielxeglation OR postive feasher OR learner interactions; OR does not tablish appt wih ares, A hod high expectations. for all learners ina trusting, feocher-eamer ANDIOR learee leaving, and respect feamer interactions: by [letrning community. fstablshing mpprt witha feamcrs AND holding high lexpeciations |Promotes understanding and |Valie ther dives by laceptanceofearners”jaciitating lanes’ expresion, lmltipe perspectives and [aceptance, AND hnorog of| livesity including, but not multiple penpostives AND limited to, races ethnicity. characterises; AND promotes Socioeconomic statu, [mutual spect. Walshe diversity By facltaing leaner’ expression, lccepiance, ANDIOR honoring fomatipte perspectives JANDIOR characteristics; [ANDIOR promotes mtu [Acknowiedses oes diversity by [isting lene’ expression, acceptance, OR honoring of |muttpte perspectives OR [haraterstcs; OR promotes ft respec respect. [Doss aot, OR inappropeataly, lcknowlees, thers diversity: JOR doesnot. OF aappropriatly, promotes respect Alea InTASC Node Cor Techs Suna Larne Pogemsone A203 1 Aibtsthandatat fom he Gr Deum fanaa Tar Atom on Paice Sit Refresh Pvc Sind an Sample Inco TAPS Refs ht 172512 EOGARincel hips doe 2st ngs Rubric Page § (0118)lexceplonalty, ® COLLEGE OF Observation of Field Performance Rubric [sue involves learners ia Mania the organization, allocation, ANDIOR coordination ltinsacionl ine AND space leyinelving learners inthe lprces, signaling uansitonal lacs; AND giving choee inthe Hearing space AND material 10 faelitate whole cass, soup IANDIOR indivi! caning. Fecliates the organization location, ANDIOR coordination lrinstractioal ine AND space Joy involving earners in the loess, sanaling ranstonsl les: ANDVOR giving choice in ft Teaming space, ANDIOR Inserts to fcitate whole cas, lroup ANDVOR individual leaning [Discs the ganization, sleation, OR coordination of insrvtonl time AND space ith mites tamer involvement, ransom cues OR giving [oie in leaning space OF Instr for hole lass, reap JANDIOR individual knows faaustic, [Does nt det he organization, allocation, ANDIOR coordination) 3 insrtional time AND space, oot we tranional cue, ving choice in fearing {pace OR materials fr whole as, group ANDIOR individual I:nowiedge weston lar Responds to disruptions iw an lequltable, nels, and [appropriate manner. inet of talshad assroom sommunity fexposatins wih appropriate feral AND non-verbal, fe ‘quale AND timely Ieciiaes equitable ANDIOR reminders ofetablished assroom comity Jexpecatons with spproprinte etal AND non-verbal fommnestin, [Gives fir OR tnely reminders of lestolished classroom community lspecaions with appropriate {eral AND non-verbal! [Gives inappropriate, nequtable for frequent minders of [sssroom comments lexpectatins OM docs nt we, [oR uses inappropriate, verbal [sur lEnfrsesclassoom, school AND kommunity safety rules AND fois relevant othe content, vith writen, visual, AND oral procedures: specific to scence assrooms: enforce equred [OSHA safety senda, [Bates assoo hoot |ANDIOR communiy safety rls JANDIOR policies relevant othe lontent wth writen, visual, [ANDIOR oral procedures, Ipeciicto science cassooms: fenfoess required OSHA sary andards [nforoscassoom, school OR |cmmunity safety rales OR policies relevant othe content [sith writen, visual, OR ost [procedures specific to science llssooms: enforces required [OSHA sate standards [Docs nt enforce, O8 inetestvelyenfsces, classroom, ool OR communiy say es OR policies relevant othe omen wth writen, visu, OR frl procedures; specific to [cence classrooms efores feqired OSHA safety standards 1 Alama oT ASC Mal Cre Teac tnd Len Prarie, A203 1 Atged thant spn tom Go Def Eo ec Asem on Perri Suna Refee Sheet Pree Sis an Sangensors. TAPS fee She 172512 EDUAR eel edo k2 gael Rubric Page 6 (01.18)